The difficulties faced by handicapped persons in getting a job.

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Many people who have disabilities can face a variety of challenges when job hunting, going on interviews and working an office job. To get a more in depth look at this issue, insider spoke to individuals who have a variety of disabilities and who work in many different industries. Their candid stories highlight the ways employers can continue to improve when it comes to hiring and working with people who have disabilities, both visible and invisible.

There are many barriers faced by people with disabilities when seeking employment. According to the social model of disability, disability is caused by the way society is organized, rather than focusing on someone’s impairments or differences. This model of thinking may be specifically applied recruitment and employment, as may people feel disabled by the processes of recruitment within job retention and promotion within Irish workplace. While, current employment practices enable most, they certainly disabled others. Consistently, negative attitudes and lack of disability awareness are systematically involved in the creation and sustaining of barriers for people with disabilities are not a homogenous group. They are as diverse as those without disabilities. For an employer to express concerns that a person with a disability would not be able to do a job advertised is like saying someone from Dublin would not be able to completely do a role. This is a wholly negative homogenization of a hugely diverse group of people. Because people with disabilities are so diverse, there are wide ranging barriers when employed or when seeking employment.

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Here are the most some common:

      ·     Accessibility barriers is built environments. This includes transport, products and services.

•        Lack of awareness of disability in the workplace leading to misrepresentation and stigma.
•        Welfare systems which discourage people from entering employment.
•        Inadequate provision of workplace adjustments. The system for securing grant aid and subsidy schemes is Ireland is not fit for purpose.
•        Insufficient disability support services and a lack of inter-agency liaising.
•       Non-exclusive education and vocational training leading to tower levels of education and training among persons with disabilities.
•        Lack of structured support for younger people with disabilities when making the transition and training to work.
•        Low level of capacity of public funded bodies to effectively support persons with disabilities.
•     Lack of wholesale commitment from some public bodies towards government initiatives such as the comprehensive employment strategy and national disability inclusion strategy, leading to a lack of compliance with employment quotes.
•    Lack of awareness and confidence on how to include persons with disabilities in the workplace.
•        Misplaced fear to legal challenges by employment does not work out.
•      Inaccessible work premises and work tools, including information and communication technologies.
•        Lack of support for persons with disabilities to secure and maintain employment.
•        Social views of disability heavily stigmatized.

School to work transition:

There are many aspects of planning for a transition from school to work. Goals for successful employment are typically a central part of transition planning for all youth, including youth with disabilities. Below are some helpful strategies for assisting youth with disabilities to achieve employment goals after high school.

Developing a career portfolio

A career portfolio is a written record of a student’s activities, accomplishments and goals. It shows a person’s unique accomplishments, experiences and personal strengths. It helps to identify the skills learned or needed in order to be prepared for achieving employment goals after school has been completed. In New Brunswick, the department of education has developed linking to the future, a career planning portfolio is designed to assist all students in planning for their futures and is intended to be updated regularly by students with help from parents, teachers and counselors. A career portfolio can be an important way to record your child’s progress towards developing employability skills and a plan to ensure successful transition from school to work. Your child’s portfolio might include specific items or documents that may be helpful when looking for a job.

Career education and work experience;

Career education simply means learning about work, different types of jobs and the skills necessary to be apart of the everyday work force. Work experience means having opportunities to actually experience different kinds of jobs and one’s own role as an employee. Sometimes, work experiences are simulated within your child’s school. Most often, however, work experience will mean that your child actually performs a job at a regular workplace in your community. Work experiences can either be or a very short time or lest several months, and may be either paid or unpaid. Often, work experiences that are a part of a school program do not provide pay. Decisions about career education experience opportunities for your child should relate to the goals you and your child have set for employment after high school. Decisions will have to be reviewed and updated as goals become clear and more specific.

Identifying your child’s interests:

Career education involves learning about different occupations, various roles of workers, the importance of work and having a good attitude toward work. Career education will also involve your child learning more about him or herself and about his or her interests in future work. Career education is also matching your child’s interest about potential careers or job. Work experience and exploration should build on what your child will have learned about work through career awareness activities. Work experience and exploration is important because it will.

·       Help your child identify his or her interests;

·       Allow your child to explore a rang of different jobs or occupations through hands on experience;

·       Allow your child to become familiar with a variety of work settings and

·       Assist your child in developing skills that may be required for employment

·       Work experience and explorations activities can be as early as middle school.

 For work experience and exploration activities to be useful keep the following in mind;

    ·     Activities should provide hands on experience at worksites within your community

    ·       Activities should be linked to transition goals you and your child have set
    ·       Activities should be decided on the basis of your child’s interests and abilities
    ·       Activities should start with short term experience in a variety of regular workplaces and work toward longer term experiences
    ·       Making decisions about the best possible work experience and exploration activities should be a part of transition planning. Any specific activities that are identified should become part of the action plan for your child.

Evaluation and experience:

You and your child’s transition planning group should be prepared to evaluate the quality of the work experience for your child. This means that people have to take the time to determine the effectiveness of the work experience. Here are some questions you may wish to consider;

 

·       Was the work experience desired by your child and supported by yourself and the transition planning group?

·       Has the work experience been consistent with the goals set out as part of your child’s transition plan?

·       Has the work experience helped your child to develop new social and work-related skills and to develop a positive attitude towards work?  

The aim and scope of vocational rehabilitation.

Answer

Aim of rehabilitation:

 The of rehabilitation is to minimize the potential to restore a person who has an important or an incapacity for service or work, as a result of a service injury or disease to at least some physical and psychological state and at least the some social, vocational and educational status as he or she had before the injury or disease.

Aims and Scope:

Rehabilitation process and outcome is a peer reviewed. Open access journal that covers all aspects of the rehabilitations process and looks at the conceptual and classification issues, interventions and measurement development related to rehabilitation outcomes research. The journals broad scope includes rehabilitation of hearing, speech and language, vocational rehabilitation recovery from physical trauma, injury and management of long-term conditions are also included. Further, scientific conditions in the area of learning and developmental disabilities are also welcome. Measuring process, outcomes of treatment and quality of life will be addressed. The journal is interdisciplinary in nature and invites scientific contributions from basic scientists, applied clinical and non-clinical researchers if their work is clearly related to rehabilitation outcomes. Advances in bioengineering and neuroscience with relevance to rehabilitation will also be considered. The journal welcomes unsolicited article proposals.

The main focus of rehabilitation is on:

·       Achieving as full a physical and psychological recovery as possible

·       Improving quality of life through going life management skills, a sense of direction for the future and resilience

·       Rehabilitation social connectedness to family and community

·       Finding a new valued role within the community

·       Learning to understand and self-manage physical and mental health conditions to the best of the person’s ability

·       Assisting the person to return to safe and meaningful work at the earliest possible time to minimize further harm to physical and mental health and wellbeing through long term absence from employment; and

·       Reducing the human and economic cost of disability for ADF members, former members, their families and the broader community.

Goal attainment scaling is central to achieving the aims of a DVA rehabilitation program. This is because the goal attainment scaling process provides an opportunity for veterans to reflect on their life satisfaction and identify goals and objectives to help them start to make life changes, or set a new direction, after a service injury or disease. The support of a rehabilitation provider in confidence and a sense of hope for the future.

Why do you understand by community? Discuss various structures of community.

Community:

 By definition, community represents the population of all species living and interacting in an area at a particular time. Population can within limits, adapt to changes in environmental changes is believed by most biologists to be evaluation, the change in a population genetic makeup through successive generation. A group of organisms constitute population. Each population has characteristics like, natality, morality, age structure, growth dynamics and so on. But when several populations share a common habitat and its resources, they interact among themselves and develop into a biotic community or simply, a community.

Structure of community: Community may be small, consisting of few populations in a small space, or large comprising several species populations in a large area. The community structures, composition and other characteristics can be readily described by visual observation without actual measurement. This is a qualitative approach which is easier than the quantitative population analysis where measurements are actually made.

Communities usually, categories by the ecologists in various ways primarily based habitat features like water availability, high exposure or other habitat features. For instance, depending on the amount of water availability, plant communities may be hydropathic. Similarly, communities growing on conditions of abundant light are called helophytic and those growing in shade Scio phytic. Identically communities growing on various habitats designated as desert communities, mountain communities and estuarine communities and so on.

In general, a community is dynamic since it changes over time. This dynamic nature is reflected in the succession of organisms in a habitat. A series of changes results in the development of a relatively stable community, which maintains its structure and influences the climate of the area. Such as stable and mature community is called a climax community while, communities of successional stages are called seral communities. The plant community structures, composition and other characterizes can be described in both qualitative or quantitative means. 

Evaluate the architectural requirements of the handicapped. What type of hurdles do physical impairment imposes on mobility?

(a)      How do you help the disabled person in being are active and productive member of the society.

Disability can be visible or invisible, physical or otherwise most can result either from hereditary conditions or pre-birth developmental issues, from injury, from disease, from chemical imbalances, or in some cases from environmental factors.

Types of disabilities:

Physical:

 There are what most people think about when they hear the term disability. They are usually visible in one way another and can include,

·       Mobility problems: because individuals who have difficulty with mobility may be stopped by barriers most people don’t notice a high curb, a flight of stairs people with mobility problems are the ones who may come to mind when across is mentioned

·       Limited use of hands and arms: difficulty using hands or arms may or may not accompany mobility difficulties. People with this disability can find themselves frustrated in a world where gripping, turning, or pushing something with finger is required

·       Speech difficulties: posing challenges to communication may be phone conversation difficult or impossible and often lead to frustrating exchanges in restaurants, doctors, offices and stores. They can bring with them the sometimes-mistaken assumption that someone who doesn’t speak clearly has either a cognitive disability a mental illness. Causes of speech difficulties may include neurological conditions such as Parkinson’s disease or cerebral palsy, throat cancer surgery, autism, and mental retardation.

(B) How do you help the disabled person is being are active and productive member of the us society?

People with disabilities have fewer opportunities to help others, but with support almost all of them can find some way to serve others in need and thereby experience some benefits that are available to rest of us. The very best way to help others is to help them find a way to serve others.

Creating better society people with disabilities:

To assist:

To assist doesn’t necessarily mean to take care of what we refer to as government assistance most commonly known as public assistance, refers to providing money, food, shelter, and other basic needs. This form of assistance, although its most efficacious when used to help people get back on their feet in acute situations and is essential in order to prevent people from dying in the streets, isn’t the type of assistance that catalyzes self-efficacy. In the long term, people don’t thrive when they’re dependent on assistance, public assistance is anathema to people living with disabilities. Disabilities are chronic conditions that don’t have to prevent people from living full, productive lives. People with disabilities don’t want to be dependent on others to do things for them they want what we all want to be self-sufficient and to be able to live with a sense of mastery and dignity.

The best form of assistance engenders self-efficacy the confidence that we can set and accomplish goals and master everyday tasks. The type of assistance offered by the independent living centers and many other non-profit community organizations such as California based life house, opportunity for dependence, lecherous connection designing accessible communities and others throughout the country serve to catalyze self-efficacy and mastery by removing barriers and providing the type of support to people with all types of disabilities that can help them live full and productive lives.   

To achieve:

The need to work towards achieving our goals is universal, as setting goals and then working towards accomplishing them helps make life worthwhile. Goals can be related to work, athletic, endeavors grading, learning a new skill, resolving a contentious relationship, or finding a way to more effectively manage activities of everyday living.

Unfortunately, you can’t achieve goals when barriers prevent you from getting in the door. Worse than that, certain barriers prevent people with disabilities from even setting goals in the first place. In order to set goals, we need to hope that we can accomplish those goals. A common experience for most of us is that of being unable to achieve a certain goal and then having to reassess our capabilities and set different goals. This is a part of life. But when we can’t see any hope of achieving a goal due to a barrier to our success, which could easily be removed with the support of others, it’s to everyone’s benefit to do everything possible to remove that barrier, because barriers destroy lives and prevent otherwise productive people from being able to be responsible, contributing participants in society.

Their maximum level:

Its not important for people with disabilities to be able to compete with other people as much as its important that they live life to the fullest with their disability. What matters most is that each individual, regardless of disability, is able to reach their maximum level of achievement and independence, given their specific circumstances. Part of being human is the need to test ourselves to see what we can do. This is why some people become start athletes, and many world class athletes are paraplegic; paraplegic ski; play lacrosse, rugby and basketball; compete in Laron man events and participate in countless other sports. Even those living with quadriplegia can live a full life. Although they can’t participate in athletics. Those who have an intellectual disability can also be assisted to reach their maximum level of achievement and independence. Therefore, they too can find meaning and purpose in life and develop loving relationships.

Of sustainable independence:

Sustainable independence provides a sense of life masterly, regardless of the nature of the disability. When the people are assisted in ways that lead to the acquisition of new skills and the removal of barriers, they tend to develop a sense of hope, optimism and a desire to set and work towards goals. This is the healthy path that allows them to sustain their independence, because they are able to seen open doors and opportunities rather than barriers.

As contributing:

Public assistance is essential to help the people get back on their feet, but that type of assistance by itself, does not always lead to optimism hope and a sense of well-being. In a number of epidemiological studies in which the researchers controlled for all possible confounding variables, those individuals who activity contributed to the improvement of other people’s lives, in some way, had lower rates of morbidity and mortality. Those who helped others were happier and healthier than those who avoided formal volunteer work, or who tended to never extend a helping hand to anyone. Think about a time you failed to help someone in need.                

Group hearing aids: Group hearing aids system enables hearing impaired students to study together with students having normal hearing. The system consists of one teacher’s mic amplifier unit and 8 to 12 students’ headphone+ mic amplifier units.

Microphone: Teachers and students’ microphones are of the highest quality with special emphasis at speech frequencies and at sibilance points to enhance intelligibility of such sounds as ash, oh 

    ·       Students’ microphones are with steady students

    ·       Teacher’s microphone is supplied with a neck-harness with stand

    ·       Headphone control box

    ·       Very neat and unobtrusive

    ·       Separate control for each ear

    ·       Dial calibrated in decibels to enable adjustment of each to individual loss.

Amplifier:

    ·       Amplifier is fitted with AVC (automatic volume control) maximum output is compressed to prevent acoustic trauma and to improve the hearing of low-level speech rounds 

            ·        Adequate output to drive 12 or more students’ binaural headphones

            ·       Separate volume control for teacher

            ·       Separate volume control and also master volume control for students.

Microphone mixer: 

        ·       Low frequency equalizer

    ·       Output can be connected to headphones and magnetic induction loop simultaneously or separately

        ·       Tape or auxiliary input.

·       Headphones:

            ·       Highest quality headphones with widest frequency rang 20 to 20000hz 

            ·       From head-pads and foam ear cushions

            ·       Very light weight

            ·       Maximum fatigue

            ·       Maximum comfort

            ·       Extendable coiled-cord up to approximately 2 meters

            ·       Rugged in construction

            ·       Child prof design prevents damage through child heading 

            ·       Adjustable to any size of head

    Microphone mixer:    

            ·       Up to microphones can be used with the mixer

            ·       If one microphone is used between to students up to twelve students can be accommodated

            ·       Volume of each microphone can be individually adjusted to allow from loud and soft voices

Volume indicator meter:

    ·       Indicates the level of volume

    ·       Calibrated in dB as well as percentage

    ·       Is sullied ready mounted as part of the group hearing aids amplifier.

What significance of using phonic wheel for Urdu reading of brain injured children.

As a parent, one of the most important things in life is seeing your child do well in school and life, and one key stepping stone on his path is becoming a good reader. For teachers, it is all the some as the department of education states that deploying a phonics education at an early age can also help children develop culturally, socially, and emotionally. Research shows that phonics when taught correctly is one of the most effective ways of teaching children to learn to read and can lay a paper foundation for the success of a child.

Reading exercises the brain:

Reading in itself is a complex mental task that helps increase a young readers intelligence by building new neural pathways in the brain. Phonics allows children to see letters written on a page and provides them with the tool to understand it properly. Beyond reading and writing, it helps children develop general thinking skill such as probabilistic reasoning and reasoning by analogy.

Children who practice reading through phonics, get better:

The old saying, practice makes perfect ties in well with phonics as it as an important tool for children to develop reading fluency. Over time, children are able to develop into fluent readers who can quickly recognize familiar words and easily sound out new words they encounter

Sound to symbol recognition becomes faster:

A child who learns reading through phonics will have excellent phonic awareness which is the ability to hear, identify and manipulate letter symbols with their appropriate sound

Reading builds a child’s patience and concentration:

Most of the time while a child practice reading, they are required to still and quietly so that they can focus on the take at hand. They also become better students by following teachers’ instruction over time.

 Reading improves grasp of vocabulary and language:

Extensive reading helps children broaden their vocabulary and general knowledge. Phonics allows young readers to develop their reading comprehension and decode new words as they read. With practice, this action becomes so automatic that they are able to easily understand the overall meaning of worse while they are reading.

Phonic education helps children be imaginative and empathetic:

As children develop their reading skills and learn about people, places and events outside of their own experience, they begin to imagine how they would feel in that situation. They see the world with new eyes and can batter visualize the descriptions of what they read.

Children learn syllable structure:

A student who learns phonics becomes more familiar with syllable structure. For example, acknowledging that a closed syllable will end in a consonant and have a short vowed, while an open syllable will end in a vowel that makes a long sound. English structures become clearer and easier to understand through phonics education.

Higher reading skills result in better success in school:

Through phonics education, children become more active with their reading, which also promotes achievement in other subjects, not just English. Children can grasp other types of knowledge across the curriculum.

The learning experience is fun:

Teaching phonics is often designed to be fun and engaging for children. For example, games are often tied to less and the visuals which accompany the lessons are usually very vibrant. This approach is meant to enhance the learning experience and ultimately results in better overall development of reading and writing skills.

Conclusion:

Of course, all children are individuals each with their own learning styles. Phonics education is one method that can be incorporated into a complete, well-rounded reading program that encourages visual learners to recognize whole words by sight, and creates opportunities for extensive reading and active writing. The literacy project aims to bridge the literacy gap of emerging 2^nd-graders, by introducing programs to remove the impediment of illiteracy and foster a lifelong love of reading.