Suchergebnisse

In the competitive employment situation, in which some kind of standardized assessment instrument is used to compare applicants and select the most qualified, persons with certain physical handicaps are at a disadvantage because their handicap impedes measurement of the intended knowledges, skills, or abilities through the standardized instrument. This paper describes the problems that arise in standardized employment testing, especially for visually impaired and hearing impaired persons. Solutions are proposed for these problems wherever possible. For visually impaired persons, the majority of the problems arise from the need to present test questions in an appropriate medium (e.g., braille) and to adjust time limits accordingly. Among hearing impaired persons, those who are profoundly, prelingually deaf tend to perform poorly on verbal tests. This true deficit in the English language raises fundamental questions for personnel selection specialists about the nature of verbal job requirements.

Liberal theory traditionally neglects the citizenship problems of mentally handicapped persons, preferring to concentrate upon those with unequivocal claims to the status of citizenship. Bruce Ackerman has recently resurrected the usage of dialogic methods in establishing the content of liberal theory. This paper uses different versions of such methods to stress the powerful claims which may, despite Ackerman's denial, be used to extend this status to this group. Three such methods are suggested—representative dialogue, Ackerman's own form of dialogue, and action as dialogue. It is subsequently argued that Ackerman considerably underestimates the interaction between political and biological definitions of incapacity; he, therefore, fails to consider that a lack of citizenship simply reinforces dialogic inability.

In 1972, the Maryland School for the Blind conducted a survey of employers in the state to determine how many blind persons were employed (and in what kinds of jobs) and employer attitudes toward hiring the handicapped. Former students of the school were surveyed to determine their feelings about the vocational education they received at the school and their suggestions for changes and improvements. Using this data, a pilot vocational education program was planned. Later phases of the project will include establishing the pilot program in the school and, based on that experience, setting up a comprehensive vocational education center there.

This paper addresses the issues involved in helping severely developmentally disabled individuals become placed in competitive employment. Based on the placement experiences of Project Employability, factors in job selection and in working with employers are described. The client's previous work history, functioning level, supplemental security income, living situation, transportation needs, and parent attitudes are identified as critical factors in selecting an appropriate job. Identification of an appropriate employer is discussed as well. Factors involved in this process include community job assessment, approaching the employer, establishing a training period, and conducting a job interview. The information in this article will facilitate job placement of severely disabled clients with limited work histories.