Organizational response to employment under the ADA of workers with psychiatric disabilities: Four case studies

Title 1 of the Americans with Disabilities Act (ADA) requires all employers, public and private, with more than fifteen employees to provide reasonable accommodation to qualified individuals with disabilities if the accommodation would, within limits, allow the individual to perform the essential functions of the job. Seven years after Congress enacted the law and five years after the initial provisions became effective, little information is available about the experience of organizations faced with requests for workplace accommodation.^ The question addressed in this study is: How are organizations responding to the ADA mandate to fit individuals with psychiatric disabilities in the workplace? The data sources are three organizations that allowed access to this sensitive information, and a fourth that had two disability discrimination charges filed against it.^ A brute-force case method approach applied to the four organizations yields the following information: Attorneys are hesitant to allow inquiry into company policy owing to fear of litigation; workers are not disclosing and requesting accommodation; tacit accommodation of long-standing employees appears to be a regular practice; knowledge of the intent of the ADA makes a difference in terms of equality of treatment; and insensitivity to employee privacy results in an adversarial situation.^ Implications are relevant to the need to improve lines of communication between human resource, EEO, supervisory, and legal staff; consequences of failure to address accommodations on an explicit level; need for better understanding of the availability and use of outside resources for achieving accommodation; and improvement of self-advocacy and disclosure by the employees with disabilities. ^

General and special education teachers' knowledge of and attitudes toward students with HIV/AIDS

AIDS education is mandated in schools throughout the United States to educate students about the disease. Teachers are expected to assume the major role of disseminating this information; therefore it is reasonable to question how knowledgeable teachers are about HIV/AIDS and where their information is coming from. This study explored the knowledge and attitudes of general and special education teachers toward students with HIV/AIDS and investigated whether a relationship between knowledge and attitudes existed. Information was collected using the AIDS Knowledge and Attitude Survey (AKAS). The sample was limited to certified teachers resulting in 318 participants.^ Research questions were analyzed using descriptive statistics, frequencies, t-tests, one-way analysis of variance (ANOVA), Scheffe post hoc analysis, and Pearson Product-Moment Correlation. Results indicated that general and special education teachers did not have complete knowledge about HIV/AIDS. Participants were knowledgeable regarding modes of transmission which may be the area of greatest concern for teachers, however, deficiencies were present within teachers' knowledge of general statements and facts and pathology. Among the ten demographic variables analyzed, six (gender, race/ethnicity, level of education, certification, instructional level taught, and classroom AIDS instruction) contained statistical significance.^ Analysis of attitudes indicated that general and special education teachers' overall attitudes toward students with HIV/AIDS were generally positive within clusters of Instruction and Fear, but not within Sensitivity and Communication. Among the ten demographic variables used for analysis only three (age, graduate enrollment status, and classroom AIDS instruction) produced statistical significance. Results found statistically significant relationships between Total Knowledge, all knowledge subtests, Fear, and Overall Attitudes. Statistical significance was also located on Total Knowledge, Pathology and Transmission knowledge subtests, and Sensitivity, as well as between Pathology and Instruction, and General Statements and Facts and Communication.^ The only variable determined to have statistical significance on both knowledge and attitudes was classroom AIDS instruction. Participants with previous AIDS instruction showed greater knowledge and possessed more positive attitudes. A review of previous research indicated training to be effective in increasing knowledge and fostering more favorable behavior toward persons with AIDS. Therefore, this study finds AIDS training to be beneficial for all teachers and is recommended during preservice education or through inservices for teachers already in the field. ^

A comparative analysis of school satisfaction and dropout risk of middle school students attending programs for students with emotional handicaps, severe emotional disturbance and general education students attending center schools and satellite schools

This study evaluated school satisfaction as an indicator of dropout risk of students with Emotional Handicaps (EH) and students with Severe Emotional Disturbance (SED). The students attended two different kinds of middle schools in a largely urban school district in South Florida. One hundred eight students in grade 8 (ages 13-16) participated in this study. Participants were administered the National Dropout Prevention Assessment (NDPA). Forty participants with EH and SED attended a special center school. Thirty-one participants with EH and SED attended satellite programs in a regular middle school. Thirty-seven general education participants attended the same regular middle school. Overall school satisfaction scores were generated, as well as three primary factors (school, environment and personal) and 16 subscales (school atmosphere, future income, difficulty level of classwork, teacher relationships, peer relationships, intrinsic interest in classwork, school hours, classwork stress, general attitude towards school, family influence, perceived opportunity for career, future goals, travel distance, leisure time, self-appraisal of performance, and self-esteem).^ Comparison of students with EH and SED revealed that both groups of students were rated at "low risk" of becoming dropouts on the Environmental factor and the Difficulty of Schoolwork subscale. Students with EH were rated at "caution risk" risk on the Travel Distance subscale. Students with SED were rated at "high risk" on this subscale.^ There were no significant differences in school satisfaction and dropout risk between different program delivery models. There were also no significant differences for category of students (EH, SED) by school type (center school, satellite program). All students were rated at "low risk" of dropping out of school.^ There were significant differences between general education students and students with EH and SED attending satellite programs. Students with EH and SED were rated at "caution risk" for dropping out on the Travel Distance and the Leisure Time subscales. Discussion of results, implications for practice and recommendations for further research are included. ^

A comparison of the academic performance of students with General Educational Development credentials and high school diplomas at a selected community college

This study compared the performance of students who earned GED credentials in Florida with that of graduates of Florida high schools, when members of both groups enrolled for the first time in fall 1992 at an urban multicultural community college in south Florida. GED's and HSD's were matched on gender, race, age range, placement levels, and enrollment in college preparatory courses (reading, English, mathematics). The paired samples t-test compared course grades, first semester GPA, and total college GPA for the groups and subgroups of matched students at a probability level of .05. The McNemar test compared how many students in each group and subgroup re-enrolled for a second and third term, or ever; how many were placed on special academic status during their college enrollment; and how many graduated within 16 semesters. Differences between groups were found only for placement on probation—with HSD's on probation in significantly higher proportion than GED's. ^ Additional findings among subgroups revealed that male and Caucasian HSD subjects earned higher math grades than their GED counterparts. Male HSD's were more likely than male GED's to return to the college at some point after the first term. However, male HSD's were placed on probation in greater proportion than the GED's with whom they were matched. ^ Female GED's earned higher English grades and higher first semester and cumulative GPA's and returned to the college in greater proportion than their HSD counterparts. Black GED's earned higher first-semester GPA's, re-enrolled in terms 2 and 3 and graduated from the college in higher percentages than Black HSD's. Black HSD's were placed on probation in higher proportion than Black GED's. Lastly, greater percentages of HSD than GED subjects in the lowest age range (16–19) were placed on probation. ^ Results connected to the performance of Black GED subjects are likely to have been affected by the fact that 50% of Black study subjects had been born in Jamaica. The place of the GED in the constellation of methods for earning credit by examination is explored, future implications are discussed, and further study is recommended. ^

Special education teachers' perspectives on teaching middle school students with severe emotional disturbance

The voices of special education teachers who educate middle school students with severe emotional disturbance (SED) have been largely unheard in the educational forum and in the discussion about raising the academic achievement of middle school students with SED. These students continue to have high attrition rates and low levels of academic achievement. This study described and analyzed the perspectives of five special education teachers regarding appropriate instructional strategies for educating middle school students with SED. It also explored these teachers' opinions concerning difficulties they experienced in raising the academic achievement of students with SED and some of the solutions for overcoming these challenges. The professional literature emphasizes the importance of teacher knowledge (Altrichter, Posch, & Somekh, 1996; Clandinin & Connelly, 1996) and also offers suggestions for appropriate instructional strategies for educating students with SED (Bauer, Keefe, & Shea, 2002; Heward, 2000; Kauffman, 2001; Polloway, Patton, & Serna 2001). ^ A qualitative case study was employed to describe and analyze the five participants' perspectives on teaching middle school students with SED. The sources of data collection were interviews, observations and analysis of documents. Data presentation was from the perspective of the participants in dialogue with the interpretations of the researcher and against the backdrop of the professional literature and the researcher's critical theory philosophy. One of the major themes that emerged from the analysis was the teachers' insistence on the students' need for discipline tempered with teacher nurturing and playfulness. One concern was the need for teacher training in current appropriate, research-based instructional strategies for educating students with SED. ^ As a result of this study, one of the recommendations made was for more rigorous standards of re-certification and professional development of certified teachers who educate students with SED. ^

Integrating Individuals with Developmental Disabilities into the Open Labor Market

This qualitative study addresses attitudes concerning employing individuals with developmental disabilities (DD) and identifies factors limiting their integration into the workplace. Four themes emerged: lack of infrastructure, awareness, family support, and the need for ongoing training and development. A proposed model of integrating individuals with DD in the workplace is discussed.

Peer Support: An Intervention To Facilitate Second Language Acquisition In Students With Asperger Syndrome And Primary Language Deficits

This is a study of a peer support program to aid students in secondary school struggling to learn a second language (for college entrance requirements) who have Asperger Syndrone and primary language deficits.

The Use of Video Self-Modeling as an Intervention to Teach Rules and Procedures to Students with Autism Spectrum Disorder

The Use of Video Self-Modeling as an Intervention to Teach Rules and Procedures to Students with Autism Spectrum Disorder.

Individuals with mental disabilities: perceptions of work limitations

This research investigates the perceptions that individuals with mental illnesses have about the employment experience as a whole. Survey data from 72 respondents with mental disabilities were used to identify areas of perceived work limitations. Comparisons regarding employee work performance were made between eleven individuals with mental disabilities and their supervisors. Functional limitations identified by respondents with mental disabilities and the characteristic symptoms set forth in the Diagnostic and Statistical Manual of Mental Disorders were compared. Overall findings showed that individuals with mental disabilities in this study had problems in the areas of judgment, initiative, interacting and rapport with co-workers and supervisors, frustration tolerance and coping with job stress, and adapting to changes at work. Comparison of identified work task difficulties with diagnostic criteria indicate active symptomatology to have an effect on job performance. Recommendations regarding occupational therapy assessment approaches and roles to facilitate ADA implementation are presented.

Perceptions of health care: perspectives from adolescents with physical disabilities and their parents

Patient satisfaction with health care is an important indicator of quality services and has been related to positive health outcomes. Because little is known about whether adolescents with physical disabilities are satisfied with the services they receive, the current study investigated the extent to which adolescents are satisfied with health care services, aspects of care adolescents identify as important to their satisfaction, similarities between adolescent and parent perceptions of care, and the relationship between adolescent perceptions of care and their intentions to adhere to treatment recommendations. Following recruitment from a pediatric health center, adolescents and their parents (n = 42) completed questionnaires to assess their perceptions regarding various aspects of health care services. Participants were very satisfied with services received; interpersonal aspects of care were very important to them. Adolescents’ satisfaction was not predictive of their intentions to adhere to treatment recommendations and their perspectives differed from those of their parents.

The socialization of teachers who teach young students experiencing physical disability in physical education

The purpose of this study was to explore the socialization of teachers in physical education, with a focus on their experiences of teaching and learning to teach children living with physical disabilities. Data were collected using qualitative interviews and through analysis of program calendars for publicly-funded institutions offering pre-service teacher education programs. Despite being largely viewed as the least effective form of socialization, pre-service teacher education has the potential to influence a teacher’s confidence and performance in the classroom. Results of this study indicate that the socialization experiences of teachers continue to be strong indicators of performance, and that both specialist and generalist teachers lack positive socialization experiences that include students with physical disabilities in physical education. This limits the experience, knowledge and skills they have to draw on in their physical education teaching practice. Coupled with a lack of resources and expertise available, teachers are left under-prepared and without enough resources to provide high quality physical education to children living with physical disabilities.

Ensino colaborativo e educação física: contribuições à inclusão escolar

In Brazil, special education public is a challenge to all teachers, especially to Physical Education ones. Among others, it encompasses students with disabilities, students with intellectual giftedness, and students with pervasive developmental disorder. Besides posing challenges, the inclusion process causes worry and generates debates on problems that impede the full partaking of such pupils in schooling practices related to physical education. This thesis presents a research that focused on these matters by means of co-working involving the researcher and the Physical Education teacher in regular classrooms following co-teaching perspective. The starting point of the research is the following question: what contributions co-working involving Physical Education teacher and researcher may provide to people with disabilities and to Physical Education teacher in regular schools attended by students who are the special education’s target? The research aimed at discussing and analyzing the development of such co-working activity involving the researcher and Physical Education teacher. It followed co-teaching perspective and was put into practice in a public school in Uberlândia, state of Minas Gerais. Participant qualitative approach, which recognizes relations between social sciences and intervention in social reality, was the methodological choice to develop the research in three phases: 1) making the research; 2) intervening in social reality; 3) assessing/diagnosing it. Strategies to gather data included semi structured interview, questionnaire, participant observation, and group interview. Data come, above all, from oral accounts as well as from the work by the group of participants of the research, which means, researcher, Physical Education teacher who works at regular schools and three teachers who deal with AEE (Atendimento Educacional Especial), a special educational teaching program. The concept of inclusion is discussed accordingly to authors such as Miranda (2001), Mantoan (2001), Duarte and Santos (2003), Mittler (2003), Rodrigues (2006), and Bueno (2008). The conception of co-working is developed in the light of studies by Capellini (2004) and Mendes (2009), among others. Results point out not only initial conditions of anguish, doubts and hardships, but also a will to debate difficulties Physical Education teachers face in their daily pedagogical activities at school. Likewise, results showed that teachers who took part in the research are interested in continuing their training in connection with co-teaching as strategy to teach physical education at inclusive schools.

An evaluation of an online peer support forum for university students with depressive symptoms

Background: Depression is the most common mental health problem among young people, particularly university students, with prevalence rates as high as 48% reported. This population however, is reluctant to seek professional help. Online interventions may be particularly appealing to students, with evidence suggesting that they use the Internet for mental health support. While there are many mental health resources on the Internet few focus specifically on the needs of young people and few have been evaluated. This research aimed to develop and pilot test an online peer support intervention for students experiencing depressive symptoms. Methods: A depression support Web site (www.losetheblues.ie) was designed specifically for 18-24. year old students. The study used a mixed method, involving quantitative descriptive, pre- and post-test and qualitative descriptive designs. Data were collected using the Centre for Epidemiological Studies Depression Scale (CES-D), a background questionnaire and online forum posts. Results: The sample consisted of 117 university students with self-reported depressive symptoms. Results from participants in the pre- and post-test element of the study, showed no statistical significance. The forum posts revealed that the participants' main difficulties were loneliness and perceived lack of socialization skills. The Web site provided a place for sharing, offering and receiving emotional and informational support. Conclusion: Developing health care interventions in an online environment presents unique challenges to the research process, however they have the potential to provide mental health care that is accessible and affordable.