Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?

2002 ◽  
Vol 21 (3) ◽  
pp. 21-28 ◽  
Author(s):  
Kimberly G. Griffith ◽  
Mark J. Cooper
Keyword(s):  
Students With Disabilities ◽  
Educational Administration ◽  
Americans With Disabilities Act ◽  
Role Model ◽  
Personal Characteristics ◽  
Legal Rights ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
Educational Administrators ◽  
Employees With Disabilities

Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.

The Inclusion of Persons With Disabilities in Engineering Education and Careers

2021 ◽  
pp. 249-270
Author(s):  
Yvette E. Pearson ◽  
Quincy G. Alexander
Keyword(s):  
Higher Education ◽  
Engineering Education ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Stem Fields ◽  
Persons With Disabilities ◽  
Unemployment Rates ◽  
The Us ◽  
And Mathematics ◽  
Equity And Inclusion

The Americans with Disabilities Act (ADA) and other laws have made strides towards equity and inclusion for persons with disabilities in the US. Despite this, challenges persist both in higher education and the workforce, particularly in science, technology, engineering, and mathematics (STEM) fields. While students with disabilities indicate interest in and intent to major in STEM disciplines at the same rate as their peers without disabilities, they are not retained through graduation at the same rates, and thus remain underrepresented among STEM graduates and professionals. Those who do complete STEM degrees experience higher unemployment rates and lower average salaries than their colleagues without disabilities. For engineering innovations to optimally serve society, the engineering profession must be representative of society. And this must go beyond counting the numbers; inclusion of diverse perspectives is a must. This chapter shares challenges, opportunities, and strategies for inclusion of persons with disabilities in engineering education and practice.

Workplace and Disabilities: Opinions on Work, Interpersonal, and Intrapersonal Factors

1998 ◽  
Vol 29 (3) ◽  
pp. 31-37 ◽  
Author(s):  
Felix O. Chima
Keyword(s):  
College Students ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
Rehabilitation Counseling ◽  
Work Demands ◽  
Individuals With Disabilities ◽  
Informal Network ◽  
Intrapersonal Factors ◽  
Interpersonal Factors ◽  
College Students With Disabilities

Designed to provide for the elimination of discrimination against individuals with disabilities, the Americans with Disabilities Act (ADA) more significantly provided for the removal of barriers to their employment. This study ascertained opinions of college students with disabilities regarding work, interpersonal, and intrapersonal factors as concerns to their workplace opportunities and participations. The study found that they have less opportunities than others without disabilities, supervisors are less understanding than co-workers, and they are not fully optimistic about ADA's role in eliminating discrimination. Disrespectful treatment and exclusion from informal network were concerns found among interpersonal factors. Self-doubt, worries about health, and managing time and work demands were found as intrapersonal factors. Implications for rehabilitation counseling are discussed.

The Education of Individuals With Disabilities in Guyana: An Overview

2018 ◽  
Vol 54 (4) ◽  
pp. 246-250
Author(s):  
Keon A. Cheong ◽  
Ryan O. Kellems ◽  
Margaret M. Andersen ◽  
Katie Steed
Keyword(s):  
Students With Disabilities ◽  
Education System ◽  
Historical Background ◽  
Educational Services ◽  
Full Potential ◽  
Individuals With Disabilities ◽  
Persons With Disabilities ◽  
The Past ◽  
Services And Supports ◽  
Educational Placements

Over the past 20 years, the education system in Guyana has significantly improved. Despite this improvement, students with disabilities in Guyana still face higher rates of poverty, lack of access to schools, and a lack of teachers who are trained in how to best meet their needs. Guyana has tried to address these problems with the drafting of legislation and policies such as the Persons With Disabilities Act of 2010 and the SEN Inclusion Policy. While progress has been made, there is still a need for additional efforts related to the education of individuals with disabilities in Guyana before their full potential is realized. This column presents a brief historical background and summary of current practices related to the identification, educational placements, and provision of educational services and supports for students with disabilities in Guyana. Additional needs and future recommendations are also included.

scholarly journals Level of Educational Programs Provided to Students with Disabilities at the Academy of Tayeb Ali Taha in Kosti City

2020 ◽  
Vol 13 (44) ◽  
pp. 79-100
Author(s):  
د. عوض الله محمد أبو القاسم محمد ◽  
أ.د. هنادي عيسى مهنا
Keyword(s):  
Special Education ◽  
Strategic Planning ◽  
Students With Disabilities ◽  
Educational Administration ◽  
Statistical Significance ◽  
Transition Services ◽  
Educational Programs ◽  
Educational Environment ◽  
International Standards ◽  
Persons With Disabilities

The study aimed to identify the level of effectiveness of educational programs provided to students with disabilities at the Academy of Tayeb Ali Taha in Kosti, in light of the international standards of special education. The researchers used the descriptive correlational method. To collect data, indicators of the international standards of special education, which include strategic planning, educational administration, educational environment, educational programs, family participation, integration and transition services, and evaluation, were applied. The indicators were used with a purposive sample of (34) employees of Al Tayeb Ali Academy for Special Needs. The SPSS software was used for data analysis. Major results revealed a low level of effectiveness of the programs presented in light of the international standards of education with a mean of (2.28) at the level of statistical significance (0.05). Findings also revealed significant differences at the level of significance (0.05) and a mean of (41.83), which indicates the highest level of effectiveness. The mean of effectiveness of the educational environment dimension was (37.166); the dimension of administration and workers scored a low medium mean of (27.25); and the dimension of integration and transition services scored a mean of (25 33). The lowest level of effectiveness of the dimensions: the participation of the family scored a mean of (16.58), and the strategic planning scored a mean of (19.50). The study recommended preparing trained teams to evaluate the effectiveness of the standards for the different programs and services provided to students with disabilities in the "White Nile State", implementing accountability system, and rolling out the criteria and indicators adopted by the Council of Persons with Disabilities to all institutions in the state.  Keywords: educational programs, the disabled, international standards of special education

scholarly journals Strategic Tool For Students With Disabilities: Creating And Implementing Virtual Learning Environments Without Barriers

2011 ◽  
Vol 8 (9) ◽  
pp. 35-40
Author(s):  
Bob G. Barrett, Jr
Keyword(s):  
Students With Disabilities ◽  
Learning Environments ◽  
Statistical Data ◽  
Turnover Rates ◽  
Academic Institutions ◽  
Employment Practices ◽  
Persons With Disabilities ◽  
Employees With Disabilities ◽  
High Motivation ◽  
The U.S

While some organizations have made strides in employing workers with disabilities as an act of social responsibility, other entities have started to realize the need and value of this untapped human resource (Thakker, 1997). Research has shown that employees with disabilities have low turnover rates, low absenteeism, and high motivation to prove themselves (Fersh & Thomas, 1993). Executives will need to rethink their employment practices in order to compete for employees from the current, shrinking workforce. Further, many employers are looking towards academic institutions for well-qualified employees. The key question here is whether or not our academic institutions and educators are truly prepared to enable, education, and motivate all learners for the changes in the workforce. Specifically, are we able to equip all learners with the necessary technological skills and education to best prepare them for this new workforce outlook? Currently, 54 million Americans with disabilities use information technology (IT) at colleges and universities, which accounts for 20 percent of the population (Oblinger & Ruby, 2004). Unfortunately, statistical data for persons with disabilities is done with a separate survey, which is a part from the U.S. Survey and conducted only every 10 years.

Constructing Effective Responses: Considerations for Integrating a Service Animal Into a Public School

2019 ◽  
Vol 22 (4) ◽  
pp. 45-64
Author(s):  
Anita F. Morgan ◽  
Julie A. Sears ◽  
Lisa G. Driscoll
Keyword(s):  
Public School ◽  
Students With Disabilities ◽  
Americans With Disabilities Act ◽  
School Setting ◽  
Educational Leaders ◽  
Section 504 ◽  
Rehabilitation Act Of 1973 ◽  
Individuals With Disabilities ◽  
Classroom Space ◽  
Education Improvement

A respected principal finds himself caught in the middle of a complex legal conundrum when a student requests to bring a service animal to his public school where another student may be dangerously allergic to the animal. This case explores how accommodations per the Americans with Disabilities Act (ADA), Section 504 of the Rehabilitation Act of 1973, and the Individuals with Disabilities Education Improvement Act (IDEA) intersect in a public school setting where classroom space and personnel resources are limited. Educational leaders will be able to construct effective responses by understanding how the three laws apply to students with disabilities who request that their service animals accompany them to public school and when their requests may come into conflict with the needs of others.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

Support for the Americans With Disabilities Act Among Nondisabled People

2021 ◽  
pp. 104420732110231
Author(s):  
Carli Friedman ◽  
Laura VanPuymbrouck
Keyword(s):  
Civil Rights ◽  
Americans With Disabilities Act ◽  
A Priori ◽  
People With Disabilities ◽  
Secondary Data ◽  
The United States ◽  
Limited Participation ◽  
Persons With Disabilities ◽  
Research Questions ◽  
The Relationship

The Americans with Disabilities Act (ADA) opened the doors to access and enhanced the civil rights of people with disabilities. However, a lack of accessibility to all segments of society continues throughout the United States and is frequently described by people with disabilities as a leading cause for limited participation. Beliefs and attitudes regarding disability can affect critical decisions regarding inclusion and people with disabilities’ civil rights. Therefore, the purpose of this study was to explore support and opposition to the ADA among nondisabled people. We had the following research questions: (a) What is the relationship between disability prejudice and support for the ADA? and (b) When controlling for disability prejudice, what other factors lead people to support the ADA? To do so, we examined secondary data from approximately 13,000 participants from all 50 states and the District of Columbia. Findings from this study revealed that people who oppose the ADA are significantly more prejudiced toward people with disabilities than people who support the ADA. Understanding and becoming aware of attitudes and prejudice toward persons with disabilities can be a first step toward dispelling such beliefs and possibly a priori step to achieving the intent and spirit of the ADA.

The Role of the Pediatrician in Implementing the Americans With Disabilities Act: Subject Review

PEDIATRICS ◽  
1996 ◽  
Vol 98 (1) ◽  
pp. 146-148
Author(s):  
Keyword(s):  
American Academy ◽  
Special Needs ◽  
Americans With Disabilities Act ◽  
People With Disabilities ◽  
Reasonable Accommodation ◽  
Individuals With Disabilities ◽  
American Academy Of Pediatrics ◽  
Counseling Adolescents ◽  
Recreational Programs

In this statement, the American Academy of Pediatrics reaffirms the importance of the Americans With Disabilities Act (ADA), which guarantees people with disabilities certain rights to enable them to participate more fully in their communities. Pediatricians need to know about the ADA provisions to be able to educate and counsel their patients and patients' families appropriately. The ADA mandates changes to our environment, including reasonable accommodation to the needs of individuals with disabilities, which has application to schools, hospitals, physician offices, community businesses, and recreational programs. Pediatricians should be a resource to their community by providing information about the ADA and the special needs of their patients, assisting with devising reasonable accommodation, and counseling adolescents about their expanded opportunities under the ADA.

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