This document discusses learning disabilities and differences in workplace and educational settings. It addresses the following key points:
1) There is a debate around using the term "learning disabilities" versus "learning differences", with some experts arguing the former is too broad.
2) For students, determining learning disabilities and qualifying for accommodations is becoming more difficult with changes to special education law.
3) Adults face even greater challenges getting workplace accommodations due to stringent documentation requirements to prove a disability substantially limits a major life activity.
4) Employers are generally unaware of learning disabilities and want dependable employees, so disclosing a learning disability risks negative consequences like lost opportunities. Functional approaches that acknowledge disabilities but focus on
Americans With Disabilities Act Training Presentation (ADA)Jackie Xicara
Training presentation was created for an Employee and Labor Relations school course assignment. This presentation discusses ADA compliance requirements for employers.
Americans With Disabilities Act Training Presentation (ADA)Jackie Xicara
Training presentation was created for an Employee and Labor Relations school course assignment. This presentation discusses ADA compliance requirements for employers.
What's the Game Plan? Postsecondary considerations for young adults with disa...Rob Crawford
This slideshow covers latest data, research, and best practices in programming, services, and transition for young adults in hidden disabilities, such as LD, ADHD, Asperger's, and NLD.
Career Planning For Adults With Hidden DisabilitiesRob Crawford
This presentation links the importance of identifying personal passions and doing what matters most in life with career planning processes. It specifically addresses these issues for adults with hidden disabilities, but is applicable for anyone who is interested in making an informed career decision.
This document shares data on the first US Rally celebrating having disability and obtaining living-wage employment as a community issue. It walks the reader through who was involved, what worked and how to improve it for those who would aspire to conduct a similar event in their local communities
Presentation for Education Industry Investment Forum introducing private equity investors & for-profit education leaders to market potential & community need of this underserved education segment.
Adult Asperger's syndrome in the WorkplaceRob Crawford
This slideshow provides a brief overview on how modest changes or considerations in business staffing/workforce supervisory processes helps enhance “disability confidence”, resulting in greater workforce participation and contributions by qualified candidates/employees who experience life with Asperger’s syndrome
Young Adults with Asperger's Syndrome in the WorkplaceRob Crawford
This slide deck was presented at the 2014 Pacific Rim International Conference on Disability and Diversity. It explores methods and strategies for successful job development, placement and retention of young adults with Asperger's Syndrome in competitive employment.
Global Opportunities for Entrepreneurs with DisabilitiesRob Crawford
Presentation for US Business Leadership Network conference on building & expanding a Global Network of successful or new start up businesses run by entrepreneurs with disabilities.
The Stigma Must Be Broken For Disabled Students to Succeed.docxajakil1
An essay about the college experience with a disabillity. How we live with limited resources and schools are uneducated on this topic. It is intended to raise awareness to teachers and other college students.
Shared by Stephanie Dawson during the second annual Ohio Reach Summit. Ohio Reach is a statewide effort to increase the number of foster care youth who enroll in and graduate from college.
What's the Game Plan? Postsecondary considerations for young adults with disa...Rob Crawford
This slideshow covers latest data, research, and best practices in programming, services, and transition for young adults in hidden disabilities, such as LD, ADHD, Asperger's, and NLD.
Career Planning For Adults With Hidden DisabilitiesRob Crawford
This presentation links the importance of identifying personal passions and doing what matters most in life with career planning processes. It specifically addresses these issues for adults with hidden disabilities, but is applicable for anyone who is interested in making an informed career decision.
This document shares data on the first US Rally celebrating having disability and obtaining living-wage employment as a community issue. It walks the reader through who was involved, what worked and how to improve it for those who would aspire to conduct a similar event in their local communities
Presentation for Education Industry Investment Forum introducing private equity investors & for-profit education leaders to market potential & community need of this underserved education segment.
Adult Asperger's syndrome in the WorkplaceRob Crawford
This slideshow provides a brief overview on how modest changes or considerations in business staffing/workforce supervisory processes helps enhance “disability confidence”, resulting in greater workforce participation and contributions by qualified candidates/employees who experience life with Asperger’s syndrome
Young Adults with Asperger's Syndrome in the WorkplaceRob Crawford
This slide deck was presented at the 2014 Pacific Rim International Conference on Disability and Diversity. It explores methods and strategies for successful job development, placement and retention of young adults with Asperger's Syndrome in competitive employment.
Global Opportunities for Entrepreneurs with DisabilitiesRob Crawford
Presentation for US Business Leadership Network conference on building & expanding a Global Network of successful or new start up businesses run by entrepreneurs with disabilities.
The Stigma Must Be Broken For Disabled Students to Succeed.docxajakil1
An essay about the college experience with a disabillity. How we live with limited resources and schools are uneducated on this topic. It is intended to raise awareness to teachers and other college students.
Shared by Stephanie Dawson during the second annual Ohio Reach Summit. Ohio Reach is a statewide effort to increase the number of foster care youth who enroll in and graduate from college.
Disabilities Research ProjectReports on Factors Influencing Lea.docxEstelaJeffery653
Disabilities Research Project:
Reports on Factors Influencing Learners with Disabilities; (a) Definition (and Classification), (b) Characteristics, (c) Causes, (d) Prevalence, (e) Identification and Assessment, (f) Planning and Providing Special Education Services, (g) Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society, (h) Educational Approaches, and, (i) Educational Placement.
Following are the names of types of Learners with Disabilities under IDEA (Individuals with Disabilities Education Act) in the teaching field of General and Special Education;
1. Specific learning disability (SLD)
2. Emotional and Behavioral Disability (EBD)
3. Speech or language impairments (SLI)
4. Hearing impairments (HI)
5. Visual impairments (VI)
6. Deaf-Blindness (D-B)
7. Autism
8. Intellectual disability (ID)
9. Orthopedic impairment (OI)
10. Developmental delay (DD)
11. Other health impairment (OHI)
12. Multiple Disabilities (MD)
13. Traumatic brain injury (TBI)
14. Deafness
To be effective professionals, Licensed General Education Teachers, as well as Intervention Specialists, are required to know the following factors about these learners as well as address the specific criteria in the research; (a) Definition (and Classification), (b) Characteristics, (c) Causes, (d) Prevalence, (e) Identification and Assessment, (f) Planning and Providing Special Education Services, (g) Collaborating with Parents and Families in a Culturally and Linguistically Diverse Society,(h) Educational Approaches, and, (i) Educational Placement.
You must write a report on each type of Exceptional Learner and must report on each factor for each Exceptional Learner. The information must come from authoritative sources and is not a matter of your opinion. You must cite the source of your information! References from your textbook may be cited using page numbers within parenthesis. References from websites may be indicated by stating the website address in parenthesis next to the information being cited.
Lizbette Dobson
For this week's discussion review your state's scope of practice and address 3 areas that you were not aware you can do as a licensed provider in your state.
For the purpose of this week's discussion, I utilized the Florida Board of Nursing to further research my individual states scope of practice. I also utilized the 2022 Florida Statutes. After further review of my state's scope of practice I stumbled across several areas that I was not aware the APRN’s could do as licensed providers. According to the Florida Department of Health and the Florida Board of Nursing, family nurse practitioners can practice independently if they have a signed protocol with a physician.FNPs in Florida can practice independently if they have a signed agreement with a physician. They can even have their own practices. A physician does not necessarily need to be present at the time of service. This written protocol contains a clear outline of dutie.
Journal of Postsecondary Education and Disability, 26(1), 35 -.docxpriestmanmable
Journal of Postsecondary Education and Disability, 26(1), 35 - 51 35
College Student Disclosure of Non-Apparent Disabilities
to Receive Classroom Accommodations
Derrick Kranke
Sarah E. Jackson
University of Southern California
Debbie A. Taylor
Eileen Anderson-Fye
Case Western Reserve University
Jerry Floersch
Rutgers University
Abstract
College students with psychiatric (non-apparent) disabilities have a much higher dropout rate and tend to under-
perform academically when compared with peers who do not have non-apparent disabilities. These students are
also vulnerable because their disability could delay the development of milestones critical to adulthood. Limited
research examines students’ perceptions and attitudes about disclosing their disability to university personnel to
promote academic success in college. The goal of this exploratory study is to investigate factors associated with
students’ perceptions of faculty and peers that impact these students’ disclosure of their non-apparent disabilities
in order to access services for academic assistance. Seventeen college students were recruited at a competitive,
urban, private Midwestern university to participate into a two-year qualitative study that examined their use of
disability services. Findings indicate that students make the decision to disclose to request accommodations under
three conditions: (1) fear that their disability will greatly limit functioning critical to academic achievement, (2)
the stability of their non-apparent disability, and (3) stigma. Policy and practice implications concerning students’
mental health issues with university faculty, administration, and campus service providers are discussed.
Keywords: Classroom accommodations, college students, stigma
There is serious concern about the academic
performance of college students who live with non-
apparent disabilities (Kadison & Digeronimo, 2004).
Non-apparent disabilities can refer to psychiatric dis-
abilities, learning disabilities, diffi culties with atten-
tion, and hidden medical conditions, among others.
For purposes of this article, the term “non-apparent
disabilities” will apply to psychiatric disabilities and
disabilities that pertain to attentional issues. One es-
timate from the 1990’s reported that over 4 million
students have withdrawn from postsecondary educa-
tion, before graduating, because of a non-apparent
disability (Kessler, Foster, Saunders, & Stang, 1995).
In addition, a national report estimated that “86% of
individuals who have a psychiatric disorder withdraw
from college prior to completion of their degree” (Col-
lins & Mowbray, 2005, p. 304). Indeed, coping with
a non-apparent disability during college can greatly
impact success and completion of a degree, which can
affect skills training for a satisfying job or career.
College students with non-apparent disabilities are
considered a vulnerable population because of the im-
pact of intrinsic and e ...
Chapter 11 Teacher Employment, Supervision, and Collective Bargain.docxspoonerneddy
Chapter 11 Teacher Employment, Supervision, and Collective Bargaining
Introduction
Schools are a people-intensive business, and school districts regardless of size allocate the majority of available funding (sometimes as much as 85–90%) to salaries and benefits for employees. Parents and other stakeholders expect the best teachers for their children. They also demand sound stewardship of this public trust. Consequently, recruiting, selecting, and supervising employees is an important, some might say the most important, role for school leaders. At the same time, teachers and other school employees are protected by a variety of employment laws. Sound stewardship requires an awareness, understanding, and acceptance of these laws and policies. Effective school leadership also requires that they be fairly applied in order to create cooperative environments.
The basic ethical and legal principles concerning employment, teacher supervision, and collective bargaining that apply to most states are emphasized in this chapter. These laws vary, sometimes substantially, from state to state. Therefore, leadership candidates and instructors are encouraged to obtain and use state law to guide discussions in this chapter.
Focus Questions
1. How can employment policy and practice be evaluated to determine its impact on school culture?
2. What protections from capricious or arbitrary employment decisions should public school teachers enjoy? Are these protections too little or too much?
3. How and when should the performance and behaviors of teachers be documented?
4. Should teachers be allowed to bargain collectively with a school district? What should they bargain for?
Key Terms
1. Adverse employment decision
2. Affirmative action
3. Bona fide occupational qualification (BFOQ)
4. Collective bargaining
5. Continuing contracts
6. Disparate impact
7. Disparate treatment
8. Equal Employment Opportunity Commission (EEOC)
9. Immorality
10. Incompetence
11. Insubordination
12. Just cause
13. Nexus principle
14. Performance appraisals
15. Probationary contract
16. Remediation plan
17. Title VII
18. Union
Case Study Discrimination?
Jason Whitehead glanced across the table at the face of Corinne Lodge, the board chairperson. Corinne was obviously unhappy. He looked around the table. The other six board members seemed in varying degrees to share Corinne’s displeasure. This was Jason’s first year as superintendent of Pine Valley School District (PVSD), a relatively small school district in Johnson County. Easy access to interstate highways and a major metropolitan complex made Pine Valley a thriving community. Pine Valley, unlike many neighboring districts, faced continuing increases in enrollment. Over the years, the population had grown, and in that time the teaching staff had almost doubled. Corinne said, “I’m concerned about some of the allegations in this letter. Mr. Whitehead, I would like to see this investigated.” Several other board members nodded in agreement wi.
Running Head Human Resource Research Proposal1Human Resource.docxcharisellington63520
Running Head: Human Resource Research Proposal 1
Human Resource Research Proposal 2
Human Resource Research Proposal
Name:
Institution Affiliation
Course Title
Professor
Date
AGE DISCRIMINATION
Age discrimination in the workplace environment is an issue that has been of importance to the Human Resource Department for many years. The main problem associated with this subject is that older employees aged 40 years and above are being discriminated against (Heathfield, 2016). This form of discrimination has become a common trend in most aspects of the workplace, such as interviews, training, and allocation of benefits, promotions and disciplinary actions amongst others. Age harassment is when older workers are discriminated against because of their age. Age discrimination in the workplace is unlawful and prohibited (Avoid Age Discrimination in the Workplace). If employers are not careful, they may find themselves in situations where several lawsuits are filed against them for age discrimination. For instance, a company may make negative comments about his older employees due to their age, criticizing them and questioning their capability to perform as expected. Laws have been established to prevent this from happening. These laws have ensured that employers are extra cautious when conducting layoffs and when allocating benefits to older workers.
STATEMENT OF PROBLEM
As mentioned earlier, age discrimination is an issue that still has prominence in the workplace. While all workplaces are supposed to adhere to the Saint Leo University core values of respect, they have opted to do the opposite. When older employees feel that they are not being respected, they will feel de-motivated, and this affects their performance.
The Saint Leo University core value/belief of respect highly regards all individuals’ capabilities. The University appreciates that every person has their unique talents (Florida Catholic University | Saint Leo University). They also value how every person is committed in their attempts towards achieving success/excellence. When applying this to the issue of age discrimination, age harassment prevents those affected from successfully achieving their goals. When people are united and their unique talents diversified, the community that they belong to becomes stronger. When employers and older workers co-exist in harmony and work together, it becomes easier to achieve organizational goals. Peaceful co-existence makes it possible for ideas to be exchanged; thus, creativity is enhanced.
RECOMMENDATIONS
Several strategies can be employed to handle this issue. Training may be conducted to inform employees about the various practices that demonstrate age discrimination. Also, employees may get encouragement from their employers to take action whenever they have been discriminated. The culture of an organization should be assessed to establish the discriminative practices that n.
1Ethics in Assessment No Child Left Behind Act ht.docxfelicidaddinwoodie
1
Ethics in Assessment: No Child Left Behind Act
https://en.wikipedia.org/wiki/No_Child_Left_Behind_Act
PLEASE DO NOT COPY THIS PAPER THIS IS FOR EXAMPLE USE ONLY
NO plagiarism
Ethics in Assessment: "The No Child Left Behind Act"
Psychological Testing as well as Assessments are used for many, important, and diverse reasons. One reason they are used is for situations like disability and legal matters because they may need the use of tests to obtain information that permits an individual to be compared to another individual. For instance, "The Individuals with Disabilities Education Act". Within this paper I will elaborate on the ethical implications of the No Child Left Behind Act (NCLB). I will provide a thorough description of the background of this act and it was implemented. In addition, I will also discuss the legal implications associated with this act. The No Child Left Behind act heavily focuses on providing assessments to all children; however, biases do exist and I will elaborate on these biases. Moreover, I will be discussing the ethical implications for diverse populations as a result of the No Child Left Behind Act.
Background of No Child Left Behind Act
George W. Bush positioned the "No Child Left Behind Act" law into action on January 8, 2002 . President Lyndon Baines Johnson overseen the transitory of the original Elementary and Secondary Education Act (ESEA) in 1965 (Guthrie, 2002). The act of the federal government greatly confirmed the significance of education for individuals of United States (Guthrie, 2002).The complication of the NCLB advocates it will be vital and challenging evenly to anyone assigned to overseeing the action. The original purpose, was intended to hold equal opportunity for all children in families with lower incomes by providing federal funds to the schools providing an education for low-income children (Guthrie, 2002).The school districts educating children of low-income were frequently given a smaller amount of local and state funds than the school districts supplying an education for children with family of a higher income. From 1965 when the law was in effect, ESEA has been once more authorized seven times (Guthrie, 2002). Each reauthorization has initiated change; however, the key principle of bettering the opportunities of students with lower incomes is still an issue (Guthrie, 2002).
The signing of the NCLB act indicated an identification of the lower academic levels of achievements within children in public schools (Guthrie, 2002).The NCLB act was intended to be an act of a positive influence in education and to raise the academic achievement levels of all students (Guthrie, 2002).The No Child Left Behind act intention was to better all schools performance (Guthrie, 2002).The objective of the NCLB act was to lessen the opening by using individual state liability and permit the children's parents to have more of a choice in her or her child’s education (Guthrie, 2002). Moreover ...
Similar to Learning Disability vs. Learning Difference: How to Avoid Conflict in the Workplace and Postsecondary Settings (20)
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
Learning Disability vs. Learning Difference: How to Avoid Conflict in the Workplace and Postsecondary Settings
1. Learning Disability vs. Learning Difference: How to Avoid Conflict in the Workplace and
Postsecondary Settings
Rob Crawford
Introduction
Many recent research efforts on Learning Disabilities (LD) have focused on reading
instruction or over-identification of students in special education placements. Much of what is
written seems to favor legislative proposals to challenge the definition of the condition.
Recognized and respected leaders in the field such as Dr. Reid Lyon, the Bush
administration’s “Reading Czar”, and Dr. Mel Levine, Director of All Kinds of Minds (funded
through the Schwab Foundation for Learning) are promoting the term and concept of learning
differences. Dr. Lyon is on record as stating that as stating that present utilization of the term
learning disabilities is a “sociological sponge to wipe up the ills of general education” (Bolick,
2001).
However well-intended these reform efforts might be, access to accommodations for
people with learning differences in education, training and employment do not exist. Further, the
public’s understanding of LD is many times inaccurate causing additional barriers to better
opportunities to success. Some of the common themes are views such as that consideration for
“special” treatment poses an unfair advantage, is a waste of resources that could be given to
those who are “more capable”, and that those asking for consideration are lazy, not trying, etc.
Who is Considered a Person With a Learning Disablity?
This line of reasoning has been extended through reauthorization of the Individuals with
Disabilities Education Act (IDEA), in several key components of H.R. 1350 and S. 1248, such as
elimination of comprehensive assessments as a method of identifying the presence of a learning
disability, discontinued use of discrepancy formulas as a way of explaining unexpected
underachievement, restriction or elimination of short-term objectives/benchmarks, and
conduction of Individualized Education Plans (IEP) “as needed”.
Since nearly half of all special education placements are in the LD category, the net effect
on those students with suspected or identified learning disabilities is that access to receive
appropriate services will be severely curtailed.
As students reach adulthood and transition into postsecondary education and training
institutions, they will find increasing challenges to their requests for test and course
accommodation considerations based on having LD. Many of the eligibility issues will relate to
the individual’s lack of a documented history of LD, consistent documentation of processing
deficits, accurate administration, and interpretation of appropriate tests/results and report results
that that do not address functional impairment relative to the general population (Lorry, 1998).
Each accommodation that is requested must be supported by the clinical evaluator with a
rationale that details the impact of the learning disability on a specific major life activity as well
as the impact on the individual (Kaiser, 1998). Using these guidelines, the burden is on the
student to have documentation that ties accommodation requests to specific test results or clinical
observations. Even with a prior history of accommodations, using tools, or aids in other settings
are not guarantees of current need and do not constitute an agreement on the part of the academic
institution to use a similar accommodation (EEOC, 1995).
2. While this debate now rages over school related issues, it fails to bring to light some un-
discussed and little understood considerations facing adults with LD, as well as employers, in
discerning who is eligible for workplace accommodations based on looking at the condition as a
learning difference.
Learning Differences And Disabilities In The Workplace
At present, there is no legal protection for individuals with learning differences. In the
black and white world of for-profit corporations, the rule of law is followed regarding the view
of a work limitation as being related to the manner of manifestation, condition (environment, etc)
of occurrence, and duration (onset, waxing/waning). Specific provisions can be made on behalf
of an employee who is both a protected class and a qualified applicant (Americans with
Disabilities Act [ADA], 1990).
The adult with LD seeking employment-based accommodations faces a different set of
hurdles that must be crossed in order to meet ADA standards as a person with evidence of a
disability.
At the basis of receiving help is the concept that employers are not mind readers. They
are under no obligation to know about the presence of a disability or provide accommodations
unless individuals notify them. While some conditions such as physical or sensory impairments
may appear to be obvious to an employer, hidden disabilities such as learning disabilities are not
so apparent. When the need for workplace accommodation is not obvious, the employer has the
right to ask for reasonable documentation of the disability and functional limitations relative to
the task/situation (EEOC, 1992).
There are three basic elements of disability documentation needed to be eligible for
workplace accommodations: (1) diagnosis, (2) evaluation of impact, and (3) recommendations.
Together they establish the existence of a disability, the areas of functioning affected by the
disability, and the specific interventions and accommodations made necessary by that disability
(Latham, P. & Latham, P., 2002).
The major difference in the work world as opposed to school is not whether the person
has a disability, but whether they have a disability UNDER THE LAW. Not every impairment
that affects a major life activity is a disability under the ADA. Only those whose effects
substantially limit a major life activity are considered disabilities in workplace settings.
Work is treated differently from all other major life activities for purposes of considering
whether an individual with a learning disability has an impairment that substantially limits them
from significant classes of jobs and not just a particular job.
Prior to 1999, most courts held that, under the ADA, the severity of an impairment was
measured without considering the effects of a person’s coping/compensatory strategies
(differences). In Sutton v. United Airlines, Inc. (1999), the Supreme Court ruled that Congress
never intended to protect, as disabled, individuals who are able to “function identically to
individuals without a similar impairment,” when using “mitigating measures such as medicines,
assistive or prosthetic devices”.
In order to be considered protected as a person with a disability under the ADA, the
distinction between disability, compared to the average person and those that have a
“difference”(bad handwriting, lack of organizational skills, trouble concentrating, anxiety taking
tests), recognizes that the average is not the perfect person who does not perform these activities
in a perfect manner.
3. Many people have bad handwriting, problems taking tests, etc., but that does not mean
they are functioning in a manner that would have them considered disabled, just different from
some, but not from others. Try to imagine the reaction of coworkers or supervisors when
someone with a learning difference uses that as a rationale substandard work performance. The
adverse impacts to job retention, promotion, and training would be immediate and devastating.
In light of every tightening rules concerning eligibility for accommodations and
protections for those who choose to disclose LD, it is helpful to use an approach that takes into
consideration the answer to the question “What do employers want?” The labels employers use
are ones like “dependable”, “a team player”, “can get along with others”, “reasonable”, and “will
show up and be on time”. Employers know little about LD and are ill equipped to identify and
implement workplace modifications or accommodations. Individuals with LD typically
compound the negative dynamic by not having a clear and articulate understanding of how the
LD affects them inside/outside of work, and by refusing to disclose when they are having
performance issues. Consequently they are not always the best self-advocates. Frequently, these
adults have little knowledge of their job competencies and how to ask for accommodations based
on a specific task. Another factor is when and how one would choose to disclose they have LD
since many successful adults with the condition have carried the extra burden of fear in being
found out and subsequently losing what they have worked so hard to gain (Gerber, P. & Reiff,
H., 1994).
After over 30 years of protection in academic settings and 12 years in the workplace, why
do individuals with LD continue to find themselves fighting for the right to be LD and not
knowing how to organize or fend for themselves?
Career Planning For Adults With LD: A Functional Approach
Another starting point that can be more productive combines an acknowledgement of the
nature and manifestation of a learning disability and its impact on personal functional assets and
limitations relative to a particular environment. An evaluation of the major life domains
evaluates the degree of impact caused by the LD. Limitations are then considered across the
lifetime with respect to impact on employment, training and educational settings as well as the
manner, duration, and frequency of impact to productive outcomes (Crawford, 1999).
Because the individual with LD may not know if the career or position they are seeking
will have aspects that will be adversely affected by their disability, or will only be mildly
impacted and thus, be a “difference”, the potential candidate is advised to look to their personal
and professional attributes first before doing anything else.
They must initially align their personal skills, training, education, abilities, and
experience to a specific position in a company or career and be prepared to articulate their ability
to fit in with other employees and customers. While this does not ultimately address the ADA
standard of a class of jobs and functional impact, it does give the applicant a “hard target” to
focus their attention and energies towards.
Next, they must assess the essential functions and environmental considerations of the
job to understand how pace, technological, interpersonal, and chain of command factors will
present themselves to the applicant as potential functional assets or limitations. There are no
perfect jobs or perfect employees. Therefore, unless there are critical aspects of the job that must
be performed only by the person staffed in the position that could be adversely affected by a
disability, it should re-assure the adult with LD that not every task must be done to perfection!
4. How the ADA Is Being Used in the Workplace and Implications for Adults With LD
For those areas that are significantly impacted due to a learning disability, a smart move
is to problem solve what compensations, accommodations, modifications, and strategies are
practical or reasonable for the job and the employer.
Many times, what could be reasonable for a certain job would not be granted for certain
companies if the applicant’s needs posed an unreasonable burden on the employer to
accommodate the employee and could result in job performance or safety issues. Whenever
possible, it is best to try to develop employment and careers based on matching an applicant’s
functional assets/strengths to the specific needs of the position/employer.
The world of work is performance-based/disability-neutral and even a casual reading of
the legal record of ADA shows that an individual with a disability, in order to be considered an
otherwise qualified applicant, is always required to meet the essential functions of the job with or
without accommodations. Probably more than any other point, this speaks to those who would
rather be considered “learning different”. Those choosing this route cannot go back to using the
LD label unless they choose to disclose the condition as a disabling condition and then they must
choose how to disclose it.
Because of the difficulty in substantiating legal claims for accommodations after
accepting a position, professionals and practitioners can be of tremendous service to transition-
age teenagers and adults with LD by incorporating a timely sequence of job awareness, career
planning, and a personal inventory about what is most valuable to them in a career, PRIOR to
initiating serious efforts at either employment, occupational-specific training, or postsecondary
educational placements.
How To Make “Smart Choices”
Most people see career planning as using a trait and factor type of approach to what
academic and technical skills are needed to perform the job. This method will only tell what a
person can do, it will not reveal what they will do. Willingness to do job tasks, and factors
related to motivation, job satisfaction, and happiness, must be assessed to allow internal energies
to be harnessed. To do this, a system of how to make smart choices for difficult, emotionally-
laden decisions should be implemented.
There are numerous key elements involved in making employment or career decisions
that must be negotiated leading to a good selection for the person and the company. The average
person facing such a high-risk high-stakes decision would have to handle anxiety, confusion,
doubt, errors or embarrassment from being mistaken or overly confident. The key is to resolve
adverse past history through direct reflection of what is most valuable to the individual in
choosing a career.
Hammond, Keeney, and Raiffa (1999) believe that the ability to make smart choices is a
fundamental life skill, and certainly one not known to be part of the established curriculum of
secondary and college programs. Developing a written Career Decision Problem Question that
outlines career assumptions (I need the right kind of job), identifies sources of what is triggering
the decision (I read an article in the paper) and the connections between assumptions and triggers
(I need to be clear about my functional assets/limitations because of changes in the law) helps to
5. identify opportunities for change and challenges perceived constraints about LD (Crawford,
2002).
Once a Decision Problem has been clearly framed, the person can begin to focus on the
end result of securing employment or starting a career by elaborating on what their objectives are
for the decision. Is it good pay? A short drive to and from work? The ability to advance and have
promotional opportunities? The fleshing out of what they really must have from this choice and
the conditions they are willing to accept (tradeoffs and consequences of success/failure) makes
them focus and isolate what are primary factors and conditions that must exist in a career or job
for internal satisfaction. This in turn allows them to work from the heart as well as the mind.
Typically, when a person with a hidden disability lacks an internal reason to strive and beat the
odds, they may not be satisfied with living day to day in an environment where they don’t
understand why they are there/what is expected of them, and will experience a lack of job
satisfaction, employment success, and personal fulfillment (Gerber and Reiff, 1994). Getting to
what (career objectives) would constitute job satisfaction brings the seeker to the next stage of
the self-exploration process: generating reasonable alternatives. The professional or practitioner
working with the person with the learning disability needs to get them to focus on “how do I get
there?” Developing viable alternatives forces a person to eventually see there are no perfect
options since all of them carry a certain amount of risk, don’t deliver all of the objectives, and
have unintended consequences such as getting more than one bargained for! Each alternative is
competitively ranked against each other to establish how well the career objectives of the seeker
are met.
By ranking competing alternatives, the person can factor out much of the emotionality
associated with getting what one wants, while risking failure in achieving the desired outcome.
Managing uncertainties makes the seeker look at their realistic chance of getting a range of
outcomes related to a decision, from getting little or nothing of what they want to getting
everything they want. Each potential outcome should have an assessment of what the
consequences of either achieving or failing to reach the objective would mean to the person with
hidden disabilities.
Professionals and clients can achieve consistent positive results for making solid
employment or career decisions through taking the time to use planning techniques that compel
the seeker to re-examine their interests and clarify what they find truly useful and valuable in a
career or occupation.
Getting the adult with LD to see and understand that every decision has an element of
uncertainty drives home the point of doing a thorough job of analyzing and problem solving the
many “what if’s” that are part of making a decision and seeing oneself as prepared to perform a
particular line of work. By learning how to anticipate changes, the individual develops better
coping mechanisms and problem-solving skills.
When forces related to the LD are beyond immediate control, a person can remain
focused and empowered with their personal knowledge of how to plan and respond in a flexible
manner that will be effective in workplace or postsecondary settings.
Integrating Functional Assets and Limitations into a Plan of Action
Care should be given to not use vocational instruments that are interest-based only and
leave out vital data regarding the individual’s abilities and aptitudes. This is a common
shortcoming of many high school and college career assessment tools and has sent many people
6. down a false path of believing that because they like a particular field of work, that they would
be good at it (read: qualified). There are many vocational assessment tools that are LD-user
friendly and provide reliable job and employment information.
CareerScope assessments (2003) take a person through timed and untimed batteries that
measure academic proficiencies, measurable vocational aptitudes, and sorts career/work interests
to build a starting profile of future opportunities. This information is combined with the
Occupational Awareness System (OASYS) that utilizes a variety of databases including the
Occupational Outlook Handbook, Dictionary of Occupational Titles, O-Net, and America’s Job
Bank among others. Each of the 12,000+ occupations has job competencies in physical,
environmental, academic, and work situations, resulting in a job description in compliance with
the ADA.
The student and evaluator are able to create career ladders, obtain employment and wage
information, compare an individual’s ability profile with the occupational requirements for
goodness of fit, find local employers hiring for these positions and search locally and nationally
for schools or programs that offer training/education leading to industry certification or degree
requirements in the chosen field.
A positive aspect of this software is to empower the student or adult to see how they
possess many attributes necessary to a potential position, but also to see where there are “gaps”
in their skill set due to age, education, or experience. In other words, it is abilities-based and the
emphasis is on what you can do.
To address the issue of a person understanding the nature of their LD is a subject that
would take up a whole book! Simplifying the process would be to use self-disclosure checklists
like those developed at the Lakeshore Rehabilitation Center in Birmingham, Alabama.
The Assessment of Functional Limitations Checklist (Lakeshore Rehabilitation Center,
2003) is a checklist that takes a person through over 100 manifestrations of LD and ADHD (e.g.
“Do you have trouble understanding what is said to you?”) in various cognitive domain functions
(e.g. executive functioning) and asks for responses ranging from “never” to “always happens”.
Each stated occurrence has a section where the individual is asked to site context, setting, etc. for
specific examples, which will be used later when doing community-based career development
and job placement to identify potential accommodations issues.
This record works in conjunction with a corresponding manual called CAMS
(Compensatory Accommodations-Modifications-Strategies), which walks viewers through the
specific name of the LD, its potential vocational impacts, and then a suggestion of possible
CAMS that could be asked for and used on the job. This gives more articulation for advocacy
efforts for a job seeker who finds a position that they are otherwise qualified for, but have some
work-related limitations due to the LD in that specific area.
At this point in the process, this information is a guide for what to look for in a company
during the search phase. It is a helpful exercise in self-awareness for the person with LD to think
through the selective nature of their condition and to realize that it is not an all encompassing
global disability. It shows them that they have many functional assets to offer the right employer
with the right opportunity.
Building on the positive self-realization of marketability would have the
professional/practitioner working with the student/adult to do field-based exploration. Starting
with a comparison of the general federal descriptions of career ladder competencies derived from
OASYS, with the Assessment of Functional Limitations to identify any potential areas of work-
7. related impact from the LD, a list of questions is developed for informational interviews with
area employers.
This assists all parties in seeing the varying essential function needs of different
companies in the same field. The applicant would compare responses from the informational
interviews with their personal functional profile, to match up the average person seeking
employment with that particular company.
Based on the success of establishing a positive contact from these calls, or with assistance
from a job developer, job shadows and internships would facilitate a situational assessment of
how well the person with LD is able to get along with co-workers, customers and supervisors, to
follow oral/written directions, to learn new tasks, to work with speed and accuracy, and to
tolerate frustration.
Input from the employer and co-workers would be helpful as part of the feedback mechanism,
especially when combined with the seeker’s self-assessment of performance to make sure there
is congruence of opinions of performance. The more opportunities an adult with LD or other
hidden disabilities has to practice techniques such as these prior to making a major life choice
such as deciding on an appropriate career, the better the quality of the decision that will be made.
The world is not very understanding about the concept of people having hidden
conditions that substantially limit them in some activities when they seem to be so capable in
other areas of their lives. By getting adults with LD to have a clear understanding of their work-
related problems due to LD, and how the law will allow them or compel the establishment to
develop reasonable alternatives, they can resolve or avoid bias or “poor” work performance
problems with great skill and consistency.
Conclusion
There is a general sense from certain elements of the public and private sectors that it is
harmful to label a person LD because of the stigma attached to it, and they have at least one valid
point. We should be able to live in a world where the individual diversities known as “learning
disabilities” are treated with acceptance and as something that is associated with being part of the
human race.
The reality we live with is such that one day all too soon, being a person with learning
differences will carry the same stigma as any other label. It will continue to connotate outsider
status for the person with the label (“Oh you’re that guy that learns differently”).
Our society had other names for people with learning disabilities before we had a
scientific basis for the condition. These people were called stupid, slow, and retards. Which
labeling is better?
References
Americans with Disabilities Act (1990), P.L. 101-336.
Bolick, C. (2001). A Bbad IDEA is Ddisabling Ppublic Sschools: Perverse Iincentives in an
uUnfunded Mmandate. Editorial Pprojects in Eeducation, Education Week, 21 (1), 56 &-
63.
8. Crawford, R. (1999). Vocational Pprograms and Ppractices. In S. Goldstein (Ed.), Managing
Attention and Learning Disorders in Late Adolescence and Adulthood: A Guide for
Practitioners. New York: John Wiley & Sons.
Crawford, R., & Crawford, V. (2002). Career Iimpact: Finding the Kkey to Iissues Ffacing
Aadults with ADHD. In S. Goldstein & A. Teeter Ellison (Eds.), Clinician’s Guide to
Adult ADHD (pp. 187-204). San Diego, CA: Academic Press.
Equal Employment Opportunity Commission (1995). [Is there more to this citation that is
obvious from the article? If so, please add using APA style (like a website of an article
or topic name)]
Gerber, P. J. & Reiff, H. B. (1994). Learning Ddisabilities in Aadulthood: Persisting Pproblems
and Eevolving Iissues. Boston: Andover.
Hammond, J., Keeney, R., & Raiffa, H. (1999). Smart Cchoices: A Ppractical Gguide to
Mmaking Bbetter Ddecisions. Boston: Harvard Business School Press.
Keiser, S. (1998). Test Aaccommodations: An Aadministrators Vview. In M. Gordon & S.
Keiser (Eds.), Accommodations in Higher Education under the Americans with
Disabilities Act (ADA); A No-Nonsense Guide for Clinicians, Educators, Administrators
and Lawyers (pp. 46-73). DeWitt, NY: GSI Publications.
Lakeshore Rehabilitation Center. (2002). Assessment of Functional Limitations Checklist.
Birmingham, AL.
Lakeshore Rehabilitation Center. (2002). Compensation Sstrategies Aaccommodations &
Mmodifications Mmanual for Aadults with LD. Birmingham, AL.
Latham, P. & Latham, P. (2002). What Cclinicians Nneed to Kknow Aabout Llegal Iissues
Rrelevant to ADHD. In S. Goldstein & A. Teeter Ellison (Eds.), Clinician’s Guide to
Adult ADHD (pp. 205-218). San Diego, CA: Academic Press.
Lorry, B. J. (1998). Language-Bbased Llearning Ddisabilities. In M. Gordon & S. Keiser (Eds.),
Accommodations in Higher Education under the Americans with Disabilities Act (ADA);
A No-Nonsense Guide for Clinicians, Educators, Administrators and Lawyers (pp. 130-
154). DeWitt, NY: GSI Publications.
Occupational Awareness System (OASYS), 2003. VERTEK, Inc. Bellevue, WA.
Sutton v United Airlines, Inc., 42 United States Supreme Court, 1210(a) (1), 1999.