Documente Academic
Documente Profesional
Documente Cultură
Jennifer Hudler
Blackstone, 1993; McAfee, 1986; McCarthy, 1986 in Light, Stoltz, and McNaughton
(1996), these roles determine our economic position, social status, self-image, and quality
of life. How does an individual with a disability attain these roles? Individuals with
disabilities have to overcome many barriers in the workplace however; there are also
many benefits that accompany employment. This paper will address the benefits and
employment.
According to McNaughton, Light, & Arnold (2002), the benefits for employment
impact on self-esteem, a desire to put mind and education to use, and the impact on the
lives of others with disabilities; financial benefits ranged from financial need to financial
enjoyment of work activities and contact with other people and stimulation (p. 64).
McNaughton, Light, & Groszyk (2001) stated the benefits for employment were the need
for productive activities, i.e. the need to make a contribution and feel purposeful;
personal identification with work activities, positive experiences in the workplace and the
McNaughton, Light, & Gulla (2003) approached employment from the employers’
perspective. Employers stated there were three ways in which employment was
beneficial for AAC users: opportunities for positive social interaction, personal
enjoyment, and financial gains (p. 239). If people who use AAC are segregated from
AAC Devices Workforce 3
society, they have few opportunities to develop social contacts that may lead to future
health such as fatigue were concerns according to McNaughton et al., (2001) and
McNaughton et al., (2002). Decreased times for other activities like social activities and
activities of daily life; societal prejudice, not being recognized as an employee by other
coworkers; and energy for advocacy was an issue of concern in McNaughton et al.,
(2002). Besides negative impacts in the workplace, AAC users faced barriers and
challenges to employment.
Technological, policy and funding, and attitude were common barriers according
barriers were the cost of assistive technology, learning demands of assistive technology,
and the limitations of assistive technology. Lack of government policies, the absence of
employer policies to support retaining, the lack of insurance funding for assistive
technology, and the inefficiency of vocational rehabilitation services are a few examples
of policy and funding barriers. Negative attitudes of society and employers toward
individuals with disabilities were displayed. McNaughton et al., (2003) mentioned the
six most common examples of multiple challenges associated with communicating using
AAC were: the increased time required for exchanges with co-workers; the inability of
and the challenge of communication technology not working when it was needed
AAC Devices Workforce 4
(p. 242). Even though barriers and challenges to employment exist supports also exist to
and strategies they used to overcome these barriers and ensure successful employment
experiences (McNaughton et al., 2001, p. 189). McNaughton et al., (2001) describes four
legislation that protects the rights of workers with disabilities. Employer supports should
devices that feature support participation (e.g., voice output). Personal support networks
are comprised of personal care supports, moral supports, and financial and transportation
assistance (p. 184). Six different sub-themes were experienced according to McNaughton
et al., (2002). The commitment to employment, a strong work ethic, determination, and
and volunteer and work experience were included. Technology incorporated specific
devices that featured support participation (e.g., voice output) and posting resumes on the
Internet. Policies and funding are viewed as barriers as well as supports. Supports are
transportation to work and personal care. Workplace supports offered mentoring from
coworkers and networking with coworkers and supervisors (p. 64). Six additional
high-tech AAC devices and the communication skills of the person who used AAC (e.g.,
being witty, articulate). Alternative access to computers and the person who used AAC’s
ability to be “tech savvy” were included in the supports to accessing traditional office
tasks and activities. Supports to educational and vocational skill levels included skills
and talents acquired through personal experience and the specific training in the use of an
AAC device. Personal care assistance was a personal care attendant, or a coworker that
aided in the activities of daily life, or family support which aided with daily living
conferences or off site work. The personal commitment of employer and co-workers is
life (p. 235). The use of AAC devices has allowed many individuals with disabilities the
References
McNaughton, D., Light, J., & Groszyk, L. (2001). “Don’t Give Up”: Employment
McNaughton, D., Light, J., & Arnold, K.B., (2002). “Getting Your Wheel in The Door”:
McNaughton, D., Light, J., & Gulla, S. (2003). Opening Up a ‘Whole New World’: