ABSTRACT
BACKGROUND: The COVID-19 pandemic has wrought an unprecedented toll on vocational rehabilitation efforts to assist workers with disabilities in maintaining their careers. OBJECTIVE: To demonstrate the use of a psychometrically sound assessment instrument and resource-driven planning procedure to help workers with disabilities resume or retain their employment. METHODS: Four employed people with neurological disabilities who took part in a larger job retention project funded by the United States Department of Labor completed structured interviews to determine their needs for employment accommodations during COVID-19. A trained interviewer administered theWork Experience Survey (WES) in teleconsultation sessions with each participant to identify: (a) barriers to worksite access, (b) difficulties performing essential job functions, (c) concerns regarding continued job mastery, and (d) extent of job satisfaction. RESULTS: Owing primarily to the sequelae of their disabling conditions and less so to social distancing requirements and telecommuting technology, participants reported a wide range of accessibility barriers and difficulties in performing essential functions of their jobs that they believed had the potential to significantly affect their ongoing productivity. Considering the stress and uncertainty that have accompanied the COVID-19 pandemic, it is surprising that the majority of participants reported high levels of job mastery and job satisfaction. CONCLUSION: The interviewer concluded the WES interview by recommending a job accommodation plan, which included suggestions from Job Accommodation Network (JAN) consultants.
ABSTRACT
Despite a growing societal commitment to include students with intellectual disabilities (ID) on college and university campuses, including a robust proliferation of programs in recent years, postsecondary outcomes for these students lag far behind those of non-disabled students and students with other types of disabilities. This article establishes the need for inclusive higher education programming for students with ID, examines current best practices among colleges and universities in preparing students with ID for adult life roles such as independent living and employment, and describes an innovative statewide support model that is currently being implemented in Kentucky Implications for delivering inclusive higher education programs in the wake of the COVID-19 pandemic are emphasized throughout the article. © 2021 National Rehabilitation Association. All rights reserved.
ABSTRACT
BACKGROUND: The experience of disability and of how work is conducted in the American economy is undergoing new shifts in response to the coronavirus (COVID-19) pandemic. This unique space in time provides an opportunity to re-examine the importance of universal design (UD) as a way to respond to a workforce that is growing more diverse and living longer with disabilities. UD is a set of strategies that creates places and resources that are accessible to all and considers the needs and wants of people from the outset. Through the use of UD, work environments can be more accessible and useable to all employees. OBJECTIVE: This article describes the changes in the experience of disability within the context of COVID-19 and defines UD and UD for learning principles. We then consider how UD reduces stigma and reduces the need for individual accommodations while promoting inclusivity and improving productivity in the workplace. CONCLUSION: We offer strategies for embedding UD into vocational rehabilitation from pre-professional training to practice, all with a new sense of urgency and opportunity that is present as a result of COVID-19.
ABSTRACT
BACKGROUND: The impact of COVID-19 and other health pandemics disproportionately affects individuals with developmental disabilities (DD) across a multitude of life domains including health, work, and education. OBJECTIVE: The purpose of this article is to review some of the factors contributing to the unique impact of pandemics on individuals with DD. Not only are individuals with DD at a heightened risk of contracting a pandemic illness but are also more likely to receive inequitable care and thus the potential to experience more fatal outcomes if contracted. Challenges in receiving equitable services in times of a global crisis are observed in business and educational settings, as well. Many individuals with DD require individualized supports to meet learning and vocational needs. If the quality and continuity of those services are disrupted, individuals with DD risk termination from jobs or slowed progress in meeting educational goals. CONCLUSION: Strategies for addressing concerns related to the impact of a pandemic on different life domains for individuals with DD are discussed. © 2021 - IOS Press. All rights reserved.