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Individuals with health issues and disabilities tend to encounter difficulties in the workplace, including decreased productivity and lower job performance compared to those without such problems. Nevertheless, creating a workplace environment that accommodates individuals with disabilities can help them overcome workplace obstacles and fulfil their job duties at the same level as disability-free individuals. Providing reasonable accommodation is one practical step in establishing an inclusive environment for those with vision impairments, leading to career development and psychological well-being. This paper focuses on workplace-related autoethnographic stories to explore the fundamental aspects of reasonable accommodation, career development, and psychological well-being for individuals with vision impairments. This study employed the method of autoethnography in qualitative research. Autoethnographic data was collected through personal reflection and the collection of relevant artefacts. Thematic analysis was used for the data analysis procedure. Therefore, having a disability does not necessarily mean an individual cannot do their job to the necessary standard. Visually impaired individuals can excel in their careers and attain psychological well-being when they are part of a workplace environment that is accommodating to their needs. To enhance job performance, career goals, and psychological well-being among employed disabled individuals, it is necessary to define "reasonable accommodation" in the Law of the Republic of Uzbekistan on the Rights of Persons with Disabilities, based on the UN Convention. [ABSTRACT FROM AUTHOR]

This study challenges the claim that in a university, a discourse of containment is predominant in the relationships that exist around students with disability and their requests for accommodations. It explores the work knowledges of those involved with the implementation of the processes of granting learning accommodations: the disability services staff and the academic staff liaison officers. Innovative analytical techniques were applied to interview data that identify the lexicons used by each group indicating they had different ways of conceptualising the process, with the former focussing on the development of the documentation that would stand as surrogate for the student and the latter concerned with tricky processes of negotiation with teaching staff, and problems arising from insufficient funding. These distinct work knowledges indicate the 'messiness' that predominates in the process of ensuring that students with disability can study 'on the same basis' as others. Two groups of staff in the University are involved in administering, negotiating and implementing requests for reasonable accommodation of learning supports for students with disability. The findings show the distinct bodies of knowledge that are developed by the two groups. The disability services staff focus on documenting the student's 'impairment' and the required reasonable accommodations to support their learning. The faculty academic liaison staff rely on documentation provided by the disability services staff together with what the student choses to disclose to negotiate learning support with the student's tutors and lecturers A novel tool TerMine software was used to analyse the interview transcripts, identifying two sets of values at play through the language used. Reductions in funding to universities had an unanticipated impact on decisions to implement recommendations for support in learning. [ABSTRACT FROM AUTHOR]

The article focuses on providing a straightforward framework for anesthesiologists to follow when administering anesthesia to patients with autism spectrum disorder (ASD). Topics include practical strategies for preoperative assessment, intraoperative management, and postoperative care tailored to the unique needs of individuals with ASD.

Copyright of Dialogue: Canadian Philosophical Review is the property of Cambridge University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Inclusive education happens when students participate and learn regardless of their conditions, therefore inclusive policies and practices must be promoted. This research was developed with the purpose of characterizing the inclusive pedagogical practices developed by teachers at the Universidad Pedagógica Nacional Francisco Morazán, in response to the diversity of learning needs of students. In this research, the qualitative methodology was chosen, through phenomenology, to understand in depth the educational reality, in terms of the inclusive practices of this group of teachers. The findings reflect that the practices developed by the teachers expose a heterogeneous interaction, since it is possible to identify in their pedagogical spaces the presence of students with diverse learning needs; diverse forms of participation and communication are privileged. This research provides an approach to inclusive processes in the university space from the perspective of its protagonists, as a key piece in the process of educational inclusion of students.

Fibromyalgia symptoms affect the sufferers' working life; however, through reasonable accommodations in workplaces, they can continue to work satisfactorily. There are no Italian studies on factors that facilitate or hinder fibromyalgia-affected people's working life. Our objective was to explore, in a pre-pandemic setting, the quality of working life of fibromyalgia sufferers and reasonable accommodations to improve it. Quantitative and qualitative methods were applied; a survey-questionnaire, participatory-developed, was online-administered to a sample of self-reported FM sufferers (N = 1176). Then, two Focus Groups (FGs), involving 15 fibromyalgia-affected women, were held. Data were analyzed by a thematic analysis approach. Among survey-respondents, 20% were unemployed and only 14% went to work gladly. Variability of pain (84%) and fatigue (90%) were the most perceived reasons for difficulties at work. Negative relationships at work were reported by most participants. The FGs' discussions addressed different strategies for overcoming the main obstacle of "not being believed by colleagues and employers" and reasonable accommodations. However, a negative hopeless attitude towards the solution of problems at work was also apparent. Different critical issues in the workplace emerged from the survey and the FGs. Coordinated actions, according to a transdisciplinary approach, are needed to manage fibromyalgia-induced difficulties in the workplace. [ABSTRACT FROM AUTHOR]

This study investigated the reasonable accommodations and adaptations for learners with Autism Spectrum Disorders in inclusive education settings. The study employed multiple case study design, with unstructured interviews, non-participant observation and focus group discussions as data gathering tools. A total of 24 respondents participated in the study. Data were thematically analysed method with the aid of Nvivo12 computer software. The study revealed that learners with autism spectrum disorders do not have the right support structures and appropriate reasonable accommodations and adaptations. The findings also earmarked the use of different materials and methods for learners with Autism spectrum disorders. Insufficient sensory stimulation and the shortage of trained teachers compromised effective learning for autism disorder individuals. The study concludes that the practice of inclusive education for learners with autism spectrum disorders in Tanzanian elementary schools has a long way to go. The need to have clear guidelines and directives on the appropriate implementation of the National Strategy for Inclusive Education (NSIE), particularly for learners with ASD in elementary schools, is highly recommended. [ABSTRACT FROM AUTHOR]

Despite the viva being an essential component of all PhD and other doctoral qualifications in UK universities, there is little research into their accessibility for autistic students, or the process of adjusting them to individual students' needs. Autistic student voices about the viva are almost completely absent from the literature. This paper is the first to employ a collaborative, ethnographical case study to explore the doctoral viva voce experience of an autistic student, directly from their perspective and from the perspectives of non-autistic academics central to the process. The experiences we share highlight the limitations of 'reasonable accommodation' plans, if they offer only generic support based on a diagnostic label, rather than taking account of the individual needs, and the importance of recognising the unique role that the viva voce holds within doctoral studies. We present a 'reasonable accommodations' discussion document, to facilitate autistic student-centred discussions and ensure the viva process is fair and accessible. We further assert that accommodations should be formally noted within the examination report as to their use and impact. [ABSTRACT FROM AUTHOR]

This article explores the specific measures that States should adopt for the national implementation of reasonable accommodations —a key feature of the UN Convention on the Rights of Persons with Disabilities and a critical tool in addressing disability equality and non-discrimination. It argues that the Convention itself offers limited guidance on this issue, suggesting that State Parties should turn to the practices of UN human right bodies for orientation, despite acknowledging challenges in doing so. The main finding highlights that the national implementation of reasonable accommodations demands a series of measures across different domains, emphasizing that mere incorporation into national legislation is necessary but not sufficient.

The number of disabled research higher degree (RHD) candidates in Australia and other countries is slowly increasing. However, little research has examined the experiences and perspectives of disabled RHD candidates. To address this gap, we conducted interviews with six disabled PhD candidates at an Australian university, aiming to understand the experiences and challenges of undertaking postgraduate study while living with disability. We present participants' experiences of seeking – and commonly being refused – 'reasonable adjustments'. Our findings invert the expectations of institutional adjustment, highlighting instead the constant adjustments made by the participants: temporal adjustments, workspace and equipment adjustments, supervision adjustments and emotion and body adjustments. We argue that these adjustments are necessitated by, and often reinforce, ableist assumptions about normative academic practices, assumptions that reward those who can conform and punish disabled candidates even as they work to adjust to institutional demands. Disabled PhD candidates in this study were often denied reasonable adjustments or accommodations over their course of candidature. The denial of reasonable adjustments was distressing and impacted upon the PhD candidates' understandings of their research ability and sense of belonging at their university. In the absence of institutional ajustments, the PhD candidates in this study had to make adjustments to their use of time, where and how they worked, their supervisory relationships and their expectations of their bodies and emotions. For the PhD candidates in this study, adjustments often came at high financial, time, professional and social costs. Universal Design for Learning (UDL) principles may offer a more effective framework for making research higher degrees programmes more accessible and welcoming for people living with disability. [ABSTRACT FROM AUTHOR]

The United Nations Convention on the Rights of Persons with Disabilities (CRPD) guarantees the right of all children to receive inclusive education and requires reasonable accommodations be provided accordingly. Japan, which ratified the CRPD in 2014, now positions the social model of disability at the core of its domestic laws and, in schools, we see more provisions of reasonable accommodations for children with disabilities. In this article, we analyze the very first judgments delivered on reasonable accommodations for children with medical care needs since Japan's ratification of the CRPD. The case was closed by simply recognizing the "financial limitations" of the municipal government and school while excessively emphasizing the parents' "duty to ensure children to receive general education." Such a judgment did not sufficiently reflect the intent of the CRPD and relevant domestic laws guaranteeing inclusive education as a "human right" for children. We expect an inversion of this case in the future. [ABSTRACT FROM AUTHOR]

Reasonable accommodations (RA) and the accompanying decision-making process for students with SEN can be vague. Often a clear definition of RA to facilitate the decision-making process with various actors is missing. In this study, insight is gained into what four stakeholder groups described as important in the decision-making process regarding RA for students with SEN. Data were gathered and analysed by the use of concept mapping methodology, and concept maps were constructed based on the participants’ clustering and ranking of statements. Afterward, the similarities and differences between the concept maps of all participating groups were identified based on reoccurring statements and themes. Participating actors were teachers, principals, professionals of the Pupil Guidance Centre (PGC), and parents of children with SEN, all living and working in Flanders (the Dutch-speaking part of Belgium). The most important cluster for teachers refers to the student as the central point of attention. For Professionals of the Pupil Guidance Centre (PGC), consensus and communication were perceived as the most essential. Principals referred to students’ and teachers’ needs as most important. Parents referred to respect for the parental perspective as the main point of attention when making decisions regarding RA for students with SEN. [ABSTRACT FROM AUTHOR]

In terms of family law, Peruvian legislation contemplates the possibility of shared custody, expressly regulated in the Code of Children and Adolescents, without establishing details on the conditions and forms of application, which is similar in comparative law. Based on bioethical and legal principles, this article analyses the possibility of generating a special regulation for shared custody, focusing on the need to establish special criteria that judges can take into account in specific cases involving children. These criteria should be based on a social model aimed at breaking down the barriers imposed, providing the most appropriate conditions for an integral and full development. In this line of thought, the best interests of the child, the commitment of the parents and the implementation of reasonable accommodations are fundamental. [ABSTRACT FROM AUTHOR]

Across Flemish universities, students with disabilities continue to make up a minority of the student population. Yet Article 24 of the UN Convention on the Rights of Persons with Disabilities ('CRPD') enshrines the right to inclusive education and prohibits any discrimination on the basis of disability in the implementation of this right. These rights indubitably also apply in a setting of postsecondary education, as is made unequivocally clear by the Article's requirement of an inclusive education system 'at all levels' and its paragraph 5. Equal access to higher education for persons with disabilities is crucial given its role as a portal to the enjoyment of other human rights. In our contribution we consider how one crucial aspect of this right is implemented, i.e. the right to reasonable accommodations. Based on university regulations and interviews with a number of people involved in the practical implementation of reasonable accommodations, we assess whether the law and practice at Flemish universities are in conformity with the CRPD standards. While we found that considerable attention is paid to the role of the environment and the context of individual students, we also identified a number of 'disability pitfalls' in the current Flemish practice that might also be present in other jurisdictions. [ABSTRACT FROM AUTHOR]

Autistic people experience significant health disparities and reduced life expectancy. Barriers to accessing healthcare are associated with adverse health outcomes. Autism training and healthcare professionals' knowledge about autism is variable, and heterogeneity among autistic people leads to additional educational and clinical complexities. Autism remains nebulous for many practitioners, who are unclear about communication differences, access needs or life experiences common to autistic people. Healthcare environments can be challenging for all patients but autistic people may require specific accommodations to allow equitable access. The authors have developed a simple framework which may facilitate equitable clinical services at all points of access and care, using the acronym 'SPACE'. This encompasses five core autistic needs: Sensory needs, Predictability, Acceptance, Communication and Empathy. Three additional domains are represented by physical space, processing space and emotional space. This simple yet memorable framework encompasses commonalities shared by autistic people. [ABSTRACT FROM AUTHOR]

Disability is common amongst dermatologic patients. Herein, we review the epidemiology of disability and terminology used to refer to patients with disabilities. We discuss different forms of disability, including cognitive, motor, visual and hearing, and review how dermatology practices can better accommodate patients with disabilities to optimize care., (Copyright © 2024. Published by Elsevier Inc.)

BACKGROUND: Breast cancer is the most common invasive cancer in females worldwide. While work is important for well-being, 84% of women in Ireland temporarily or permanently cease working up to six months post-breast cancer diagnosis. Under Irish law, there is a right to reasonable work accommodations, however paid sick leave has only recently been state-mandated. Legislation internationally varies across nations. OBJECTIVE: The aim of this study was to explore the experiences of women who have had breast cancer returning to, and/or remaining in work, in the context of employment legislation. METHODS: Fifteen women with breast cancer, fifteen healthcare professionals, and nine employers nationwide participated in a qualitative-descriptive design, using semi-structured interviews. Interviews were audio-recorded, transcribed, and data analysed using thematic analysis. RESULTS: Thirty-nine participants were recruited. A prominent theme from interviews was that most women with breast cancer and healthcare professional cohorts were not aware of employment rights in the context of cancer diagnoses. This is in contrast to employers. Experiences of sick leave and pay entitlements varied amongst women with breast cancer with financial pressure and expediated the return to work evident for some participants. Most women did not report any discrimination on returning to the workplace, although there were examples of indirect discrimination where unfair expectations were being placed on women by colleagues. CONCLUSIONS: Education and awareness on employment rights and entitlements during and after cancer treatment is warranted. This could be incorporated into work-focused interventions to support those living with and beyond cancer to transition back into the workplace. [ABSTRACT FROM AUTHOR]

BACKGROUND: There is a lack of information regarding the availability of work and the appropriateness of work to people with disabilities (PWD) in Jordan. Therefore, this research was initiated and it was hypothesized that work is available and it is appropriate to PWD abilities. OBJECTIVES: To explore the availability of work and the appropriateness of working conditions to PWD abilities. METHOD: Thirty-five individuals completed the "People with Disabilities Working Condition Scale" (PWDWCS). Descriptive and nonparametric statistical analyses including Chi square, Pearson correlation, Mann-Whitney U and Kruskal Wallis tests were used, and content analysis was used for the open-ended questions section to identify the availability of work in terms of opportunities and competition as well as to identify the work fitness to PWDs' abilities. RESULTS: Sixty percent of the participants had difficulties finding a job, with a high competition on the available ones. Several work conditions do not fit PWDs' abilities including improper fitness of work assignment to their capabilities and relatively inappropriate wages. In addition, a higher percentage of the participants reported: A) availability of written job descriptions and procedure manuals B) lack of work-related training and continuing education (CE) programs C) PWD are not being promoted D) availability of relative social acceptance at work E) a relatively comfortable work environment F) finally, work areas which require several modifications to boost accessibility. CONCLUSION: Initial hypotheses could not be confirmed. Several challenges face PWD in Jordan pertaining to the availability and fitness to work. Rehabilitation for all sectors of work is necessary as well as for PWD to improve their employability and work appropriateness to PWD abilities. [ABSTRACT FROM AUTHOR]

The inclusion of persons with a disability has always been a sensitive issue in the mechanisms of protection and (equal) access in the labor market. Due to allegedly reduced performance, persons with a disability are often considered "second-class workers" (rather than resources) and, as a result, they have been relegated to tasks of secondary importance compared to the core business. In addition, large companies prefer paying sanctions for not having employed persons with a disability instead of hiring them under the mandatory quotas. An attempt will be made here to provide the key to understanding the phenomenon, leading the companies towards the model of the agreement under Art. 14, legislative decree no. 276/2003, which can include persons with a disability in the production processes and the value chain creation. [ABSTRACT FROM AUTHOR]

The article focuses on bipolar disorder (BD) among workers, an often overlooked issue marked by mood swings and high stress that can lead to significant workplace challenges, including unemployment and financial instability. It highlights the impact of BD on job performance and well-being, the role of occupational health nurses in supporting affected employees, and the importance of ADA (Americans with Disabilities Act) protections and workplace accommodations.

Copyright of Pedagogische Studiën is the property of openjournals.nl and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: For over 50 years, federal disability civil rights laws have mandated that patients with disability receive equitable health care. However, disabled patients continue to experience health care disparities., Objective: To explore physicians' views, in their own words, about caring for patients with disability., Methods: Review of responses to open-ended question at the end of a nationally representative survey of 714 outpatient physicians about their experiences caring for adult disabled patients. The open-ended question asked for additional comments participants wanted to share. Only 108 (15.1 %) survey participants provided responses suitable for analysis (e.g., legible, complete thought). All issues reported here reflect comments from ≥5 participants., Results: Common concerns involved high costs, too little time, insufficient space, inadequate training, and lack of adequate mental health services to care for disabled patients. Many physicians appeared frustrated by legal requirements that they cover accommodation costs. Multiple physicians described as "unfair" having to pay for sign language interpreters, especially since interpreter costs generally exceed reimbursements for patients' visits. Physicians also commented on high costs and space demands of accessible exam tables, especially for small practices, and on challenges accommodating patients with severe obesity, including concerns that patients with severe obesity could damage their exam tables. Some participants suggested that disabled patients require advocates to get good quality care., Conclusions: Albeit limited by the small number of responses, these open-ended comments from our nationwide survey of physicians suggest some doctors view certain accessibility requirements as unfair to them or infeasible in their practice environments., Competing Interests: Declaration of competing interest None., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Juvenile competency to stand trial has historically involved the intrinsic abilities of a juvenile to understand and appreciate the nature of the proceeding against the juvenile and the juvenile's ability to assist in his/her defense and communicate effectively with defense counsel. The literature has not addressed the recursive systemic competency process between the juvenile, defense counsel, and hearing officer. This article discusses the communication skills of defense counsel and hearing officers as part of the systemic equation in a juvenile's competency to stand trial. A case example is used to demonstrate the importance of reasonable accommodations as part of the systemic, recursive interactions between a juvenile and court personnel. The authors conclude with recommendations for training in the areas of linguistics and the psychosocial development of juveniles in the socio-cultural context in which they live. [ABSTRACT FROM AUTHOR]

Within the last two decades, the South African government drafted impressive policies to fully include and accommodate students with visual impairments within higher education. However, in interviews with 23 students with visual impairments at two South African universities, we found that legislation has yet to fully permeate the embodied experiences of these students. Despite stringent policies, lecturers still have the power to decide whether they want to accommodate students with reasonable requests. Second, students carry a tremendous amount of responsibility in procuring reasonable accommodations. Third, the Apartheid regime that left many marginalised groups impoverished still disadvantages some Black students with visual impairments. We suggest that students and lecturers might benefit from clear guidelines regarding their roles and responsibilities. Students should also receive information regarding their legal rights. [ABSTRACT FROM AUTHOR]

Objective: Recently, research indicated that extended examination duration was perceived as effective by students with ADHD. However, the objective effectiveness of this accommodation has not been researched extensively. This study addresses this gap in literature.Method: A total of 30 students with ADHD and 30 matched typically developing controls (TDC) participated in a simulation of a real-life examination. They filled in three parallel versions of a paper-and-pencil test in three time conditions: 1 hr (+0%), 1 hr 20 min (+33%), and 1 hr 30 min (+50%).Results: When granted extended examination duration, students with ADHD and TDC use extra time but their performance does not increase. In addition, test-taking strategies were altered to a limited extent, and strategies that are perceived as effective (e.g., marking key words) were rarely used by the students.Conclusion: It is concluded that extended examination duration is not objectively effective in an experimental design. Limitations and guidelines for future research are formulated. [ABSTRACT FROM AUTHOR]

Students with disabilities (SWD) can encounter a number of challenges in foreign language education, a field in which practitioners are too often untrained in special education. Additionally, there are few resources available for postsecondary foreign language program administrators who wish to systematize support for SWD enrolled in their courses. This practice brief describes an eight-stage framework created to accommodate SWD enrolled in mandatory English as a foreign language course at a university in Japan. This framework includes initial referral and class placement, the creation of multidisciplinary teams, specific interventions, and review. Ongoing collaboration and teacher training supplement this framework and its implementation. Grade and attendance rate analysis pre- and post-implementation suggests that this framework helps ensure SWD in the present context can meet course objectives. Implications and portability of this framework are also discussed. [ABSTRACT FROM AUTHOR]

Individuals often invoke the moral rights that they hold as members of certain groups or social categories. Yet, there is ambiguity in both terminology and theorizing surrounding the nature of those rights. Focusing on the paradigmatic case of disabled people's right to reasonable accommodations, this paper develops a descriptive account of those group-related rights, as a distinct category of rights which I call 'membership rights'. Membership rights neither fit the concept of 'human rights', as not all people hold them, nor are they typical 'group rights', as they are held by members of some group as individuals, not by groups collectively. In addition, the grounding of membership rights is linked to the distinct features of group members, be it their special interests or special circumstances. Finally, the content of membership rights includes distinct entitlements and correlating duties, which are not secured by human rights, group rights, or any combination thereof. Recognizing the distinct features of membership rights may have practical implications by strengthening efforts to secure legal protection to membership rights. It also invites further theoretical inquiry, for example, towards identifying other specific rights that fit into this category. [ABSTRACT FROM AUTHOR]

Several factors are combining to make it increasingly important that employers recognize their obligation to accommodate job applicants and employees with obesity-related disabilities, and respond effectively to requests for such accommodations when they arise. This article provides analysis and guidance that is intended to assist employers and practitioners in anticipating and responding to requests for obesity-related workplace accommodations. It is based on a review and analysis of all identified U.S. judicial decisions involving obesity-related workplace accommodations that were either voluntarily provided or disputed by an employer. The results of that review and analysis are summarized in a table by the type of accommodation, job, and court ruling (when the accommodation was not voluntarily provided). The table provides a list of potential obesity-related accommodations that is both more comprehensive and more specific than any list previously published in the legal, behavioral sciences, or health literatures. Key legal issues are identified and discussed, and practical guidance is provided. Although the focus is U.S. law, the guidance provided has relevance to employers and practitioners in the European Union, and those countries whose laws recognize that obesity may involve a legally protected disability that entitles an individual to reasonable accommodation in at least some circumstances. [ABSTRACT FROM AUTHOR]

Resumen Como consecuencia del cambio sociológico vivido en España en materia de creencias religiosas, han surgido algunas reivindicaciones en el ámbito escolar, entre ellas la petición de menús adaptados a las convicciones religiosas. El presente trabajo aborda esta problemática y analiza si existe, como consecuencia del derecho de libertad religiosa, un derecho a que los menús ofrecidos en los centros escolares puedan responder a la petición expresa de los alumnos. Para ello se analizan los principios constitucionales, así como la legislación vigente y las decisiones jurisprudenciales, para concluir con una propuesta de acomodo razonable al estilo canadiense. Abstract As a consequence of the sociological change undergone in Spain in what concerns religious beliefs, claims have arisen in the educational milieu, and among them the request of menus adapted to the religious prescriptions. In the present article we are intended to deal with such issue and to analyze whether it exists or not, as a result of the right to freedom of religion, the right to be offered menus by the educational institutions that could respond to the express request from the students. With this aim, the constitutional principles are studied, as well as the current legislation and the case-law decisions, in order to conclude with a proposal of «reasonable accommodation» as in the Law of Canada.

Background There is a need for mentoring interventions in which transition-age youth and young adults with intellectual and/or developmental disabilities (I/ DD) participate as both mentors and mentees. Project TEAM (Teens making Environment and Activity Modifications) is a problem-solving intervention that includes an electronic peer-mentoring component. Methods Forty-two mentees and nine mentors with I/ DD participated. The present authors analysed recorded peer-mentoring calls and field notes for mentee engagement, mentor achievement of objectives and supports needed to implement peer mentoring. Results Overall, mentees attended 87% of scheduled calls and actively engaged during 94% of call objectives. Across all mentoring dyads, mentors achieved 87% of objectives and there was a significant relationship between the use of supports (mentoring script, direct supervision) and fidelity. Conclusions Transition-age mentees with I/ DD can engage in electronic peer mentoring to further practice problem-solving skills. Mentors with I/ DD can implement electronic peer mentoring when trained personnel provide supports and individualized job accommodations. [ABSTRACT FROM AUTHOR]

BACKGROUND:This article examines the American chronic pain epidemic and its implications for vocational rehabilitation (VR) research and practice. OBJECTIVE: The incidence and prevalence of health conditions that result in or are characterized by chronic pain are presented, followed by a description of how mindfulness approaches in counseling can be used to help VR consumers with chronic pain cope with the effects of their conditions. CONCLUSION: Emphasis is placed on mindfulness strategies that can be applied in VR practice settings to help workers with chronic pain achieve job satisfaction, job satisfactoriness, job retention, and high levels of quality of life. [ABSTRACT FROM AUTHOR]

Recent debates about hospitality and religious diversity frequently hinge on unspoken notions of home. This is especially true in the Canadian province of Quebec, where citizens have worked to establish a secular state after a history of domination by the Catholic Church. In the last two decades, as religious minorities have grown, controversy has arisen about requests for accommodations made on religious grounds. Here I examine responses to those requests and ask what notions of home underpin them. One is grounded in history: its adherents contend that immigrants are guests and should conform to the norms of their new home. It expands the geography of home by linking secularism to collective identity. A second is grounded in political-legal thought: its adherents contend citizens are at home even if their views differ from the majority’s. It recognizes that long-time residents and newcomers mutually influence each other and, over time, people’s identities change. [ABSTRACT FROM AUTHOR]

In 2013, the Japanese government passed antidiscrimination legislation that, starting in April 2016, requires all national and public institutions of higher education (IHEs) to accommodate students with disabilities. The legislative mandate to ensure that higher education is accessible to students with disabilities, coupled with growth in the number of students with disabilities attending university or college, increases pressure on Japanese policymakers to build the capacity of their higher education system. The paper provides an overview of key legislation and policies in disability and higher education in Japan, followed by a description of the current state of cross-disability services provision at Japanese IHEs. Included is a focus on career development and employment (career services provision), as these are critical aspects of comprehensive supports for students with disabilities in higher education. The paper is based on a review of current literature and secondary survey data, as well as key informant interviews with Japanese government officials, disability and career services personnel, and faculty directly involved in disability and career services provision at Japanese IHEs. It concludes with potential areas for Japan-United States learning and information sharing. [ABSTRACT FROM AUTHOR]

According to the ADA, people with disabilities have the right to participate in public park and recreation services. Important gains in their access to activities of their choosing since the ADA was written into law, in part due to individuals being able to request reasonable accommodations. The purpose of this study was to understand the perspectives of people with disabilities who participate in public park and recreation services on whether their accommodation needs are met and if they are effective in facilitating meaningful recreation experiences. Participants reported requesting reasonable accommodations was a way to exercise civil rights and gain access to meaningful recreation activities. They also reported a duality in requesting accommodations in that they were met with confusion, lack of understanding, and reluctance. It is recommended that the park and recreation profession undergo a paradigm shift and embrace making reasonable accommodations as an important professional skill.

Students with ADHD struggle in higher education as a result of various functioning and participation problems. However, there are remaining gaps in the literature. First, it remains unclear how often and during which teaching and evaluation methods problems arise. Second, we do not yet know which reasonable accommodations are most effective to deal with the functioning. And third, we do not know which accommodations are most effective to address participation problems of students with ADHD in higher education. This study addresses these three gaps in literature. In total, 86 students with ADHD, 42 student counsellors and 86 students without a disability participated in a survey-based study. The results show that students with ADHD most frequently experience problems with sustaining and focusing attention and it is demonstrated that most problems arise during classical teaching or evaluation methods. Finally, the perception of the effectiveness of reasonable accommodations is strongly dependent on which problems students experience in higher education. These findings suggest that it is important to consider both personal and environmental characteristics when selecting and implementing reasonable accommodations. [ABSTRACT FROM PUBLISHER]

This article reports the results of a research project undertaken with temporal agricultural workers in Quebec, Canada, and in the municipalities of Maní, Mama and Dzidzantún in the state of Yucatán, and El Ramonal in the state of Quintana Roo. In this article, I analyze some of the experiences of migrants from the Yucatan peninsula who participated in the Program for Agricultural Temporal Workers in Quebec, Canada (PTAT) during 2012. I undertake an interactional analysis between the cultures of origin and of destination, with an emphasis on the strategies that workers use for their migration process. This is done with the intent of transcending the dichotomous model that focuses on the receptive society and the subsequent affectations of the autochthonous society. This exploratory study included quantitative and qualitative techniques, like ethnographic observation and semistructured interviews, both in Canada and Mexico. [ABSTRACT FROM AUTHOR]