Age and Assessments of Disability Accommodation Request Normative Appropriateness

2015 ◽  
Vol 55 (3) ◽  
pp. 385-400 ◽  
Author(s):  
David C. Baldridge ◽  
Michele L. Swift
Keyword(s):  
Disability Accommodation ◽  
Accommodation Request

Coming home: Why veterans with disabilities withhold workplace accommodation requests

2019 ◽  
Vol 73 (10) ◽  
pp. 1439-1466 ◽  
Author(s):  
Katerina Gonzalez ◽  
C Justice Tillman ◽  
Jeanne Johnson Holmes
Keyword(s):  
Help Seeking ◽  
Military Veterans ◽  
Psychological Safety ◽  
Help Seeking Behaviors ◽  
Civilian Workforce ◽  
Workplace Accommodation ◽  
Theoretical Perspectives ◽  
Disability Accommodation ◽  
Legal Frameworks ◽  
Accommodation Request

Veterans with disabilities are often hesitant to request an accommodation in the workplace, despite the fact that many intranational legal frameworks require employers to provide reasonable accommodation. This study draws from social identity and disability help-seeking theoretical perspectives to examine various factors – veteran identity, disability attributes, and workplace inclusive climate perceptions – which shape feelings of psychological safety and the decision to request a disability accommodation among military veterans with disabilities. Findings suggest veteran identity strain (an incongruence between one’s civilian work and military identity) is related to withholding of an accommodation request through decreased psychological safety. We also find veteran identity strain is less likely to be associated with decreased psychological safety when an organization is perceived to have a strong climate of inclusion, especially for military veterans with higher degrees of disability invisibility. The current study sheds light on why veterans with disabilities might not engage in help-seeking behaviors, and contributes to research streams on workplace disability and veteran workplace integration. Practically, we encourage employers to be especially aware of the needs of vulnerable employees and to develop inclusive climates in order to better support all military personnel transitioning to a civilian workforce.

scholarly journals Creating a Market for Disability Specific Housing on Indigenous Land: A Case Study from Yarrabah, Australia

Buildings ◽  
2018 ◽  
Vol 8 (11) ◽  
pp. 160
Author(s):  
Kate Sarkodee ◽  
Andrew Martel
Keyword(s):  
Housing Stock ◽  
Design Guidelines ◽  
Capital City ◽  
Early Assessment ◽  
Care Needs ◽  
Housing Investment ◽  
For Profit ◽  
Disability Accommodation ◽  
Private Investors

Australia’s National Disability Insurance Scheme Specialist Disability Accommodation (NDIS SDA) program anticipates new, disability specific, housing stock being built by private investors incentivized by cash payments and rental income. To date, very few new SDA dwellings have been constructed and the majority of the research and analysis of the program’s potential has been in the context of apartment construction in major capital city markets in Australia. This paper uses a hypothetical case study of building SDA accommodation in a discrete regional Indigenous community, Yarrabah, in Queensland. It investigates underlying assumptions within the scheme, particularly around the relationship of land to investment outcomes, as well as cultural considerations. An important aspect is to test how effectively the design guidelines associated with the scheme translate into an appropriate built form that is culturally and environmentally appropriate in locations outside major urban centres. The results suggest that housing actors from the not-for-profit sector may benefit from the SDA at the expense of profit-driven, market-based housing developers, and that the SDA design categories offer limited flexibility for participants with changing care needs, potentially restricting resident continuity in occupancy and ongoing return on investment. The work offers an early assessment on the workability of the SDA in the context of housing investment in a new market for the private housing industry.

Non-Burdensome Process: An Argument in Support of Reframing What Constitutes Necessary Disability Documentation

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Jamie Axelrod ◽  
Adam Meyer ◽  
Julie Alexander ◽  
Enjie Hall ◽  
Kristie Orr
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
First Language ◽  
College Campuses ◽  
Third Party ◽  
Higher Education Access ◽  
Education Access ◽  
Work Settings ◽  
Disability Accommodation ◽  
Disability Documentation

Institutions of higher education and their respective disability offices have been challenged with determining how to apply the 2008 Americans with Disabilities Act Amendments Act (ADAAA) in our present-day work settings. Prior to the amendments, third-party documentation was considered essential almost to the point of being non-negotiable in need for most disability offices to facilitate accommodations for disabled students (The authors have made an intentional choice to utilize identity-first language to challenge negative connotations associated with the term disability and highlight the role that inaccessible systems and environments play in disabling people). The ADAAA questioned this mindset. Students with disabilities often found (and still find) themselves burdened financially and procedurally by disability offices requiring documentation to the point where students may not receive the access they truly need. Furthermore, college campuses are increasingly focusing on the limitations of the environment and not the person. As a result of this evolution, the Association on Higher Education and Disability (AHEAD) offered a new framework in 2012 describing how to define documentation. For professionals in the higher education disability field and for those invested in this work, it is critical to grasp the evolving understanding of what constitutes documentation and necessary information to make disability accommodation decisions. Otherwise, disabiled students may be further excluded from higher education access.

Lecture Capture as a Tool to Enhance Student Accessibility

2013 ◽  
pp. 1245-1254
Author(s):  
Susan Vajoczki ◽  
Susan Watt
Keyword(s):  
Student Learning ◽  
Evidence Based ◽  
Faculty Participation ◽  
Learning Technology ◽  
Lecture Capture ◽  
Approach To Learning ◽  
Closed Captioning ◽  
Disability Accommodation ◽  
The Many ◽  
The Impact

This case examines the incremental introduction of lecture-capture as a learning technology at a research-intensive university with the goal of addressing issues created by increases in both undergraduate enrolments and disability accommodation needs. This process began with podcasting lectures, leading ultimately to a lecture capture system with closed captioning. At each step, the changes were evaluated in terms of their impact on student learning, acceptability to students and faculty, and application to different disciplines. This evidence-based approach is in keeping with the research culture of the academy and has been helpful in advocating for budgetary support and encouraging faculty participation. As a result of this project, the authors unexpectedly gained substantial knowledge about the complexity of students’ lives, the impact of that complexity on their approach to learning, instructor misperceptions about the impact of this form of learning, the presence of many unreported disabilities, and the many different ways in which students used the system.

scholarly journals Diamond in the rough? An “empty review” of research into “neurodiversity” and a road map for developing the inclusion agenda

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nancy Doyle ◽  
Almuth McDowall
Keyword(s):  
Research Agenda ◽  
A Priori ◽  
Academic Research ◽  
Future Research ◽  
Content Type ◽  
Road Map ◽  
Future Research Agenda ◽  
Research Questions ◽  
Disability Accommodation ◽  
Disability Employment

PurposeThe aims of the paper were to highlight the dearth of applied practitioner research concerning the expression of neurodiversity at work and develop an epistemological framework for a future research agenda.Design/methodology/approachA systematic empty review protocol was employed, with three a priori research questions, inquiring as to the extent of neurodiversity research within mainstream work psychology, psychology in general and lastly within cross-disciplinary academic research. The results of the final search were quality checked and categorized to illustrate where studies relevant to practice are currently located.FindingsThe academic literature was found to be lacking in contextualized, practical advice for employers or employees. The location and foci of extracted studies highlighted a growing science-practitioner gap.Research limitations/implicationsThe research focused on common neurominority conditions such as autism and dyslexia; it is acknowledged that the neurodiversity definition itself is broader and more anthropological in nature. A need for a comprehensive research agenda is articulated, and research questions and frameworks are proposed.Practical implicationsGuidance is given on applying disability accommodation to both individual and organizational targets.Social implicationsThe disability employment gap is unchanged since legislation was introduced. The neurodiversity concept is no longer new, and it is time for multi-disciplinary collaborations across science and practice to address the questions raised in this paper.Originality/valueThis paper offers an original analysis of the neurodiversity paradox, combining systematic inquiry with a narrative synthesis of the extant literature. The conceptual clarification offers clear directions for researchers and practitioners.

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