Click on a link below to view the article.

Analyze That: Including Disability in the Career Development Equation
NOC NOC: WHO’S THERE?
A LONG, WINDING ROAD: EMPLOYMENT FOR PEOPLE WITH DISABILITIES
WHAT'S IN A NAME: DISABILITY IN AN ABLEST SOCIETY
IS DRIVER'S LICENSE THE NEW BARRIER TO EMPLOYMENT?

 

Analyze That: Including Disability in the Career Development Equation
By Denise Feltham

Many vocational assessments have been developed to identify aptitudes, interests, values, work-related attitudes, and even barriers to employment. These vary in focus, complexity and cost, and selecting appropriate assessments for clients can be a challenging task. Choice can be circumscribed by agency mandate, funding, and the academic as well as developmental level of the participant.

Disability Impact on Career and Employment

As a person with a disability, and in my previous professional role as an employment counsellor, I became aware of the gap created between vocational assessment and job placement when the impact of a person’s disability on their career options and work performance is not taken into account, and when the significance of necessary workplace accommodations is not understood.

As a result, I developed a self-assessment tool called Disability Impact on Career/Employment (D.I.C.E.). This tool factors disability issues into the job placement equation so that a more realistic employment goal can be developed, thereby improving the odds for workplace success.

D.I.C.E. is available to people with disabilities of all types. Through a process of reflection and self discovery, it helps the participant to clarify a number of issues:

• the nature of the disability and its physical/psychological effects;
• abilities, skills and qualities;
• types of jobs in which the disability may affect work performance;
• types of jobs in which the participant’s aptitudes and strengths minimize the impact of the disability;
• occupational preferences and preferred working style based on the National Occupational Classification System; and
• accommodations that would enable effective task performance.

This self assessment tool, which can be accessed online, is designed using a multiple choice format to gather, pertinent information in a relatively short period of time. It takes approximately 2 to 4 hours to complete, depending on the complexity of the situation and stamina of the participant. I then synthesize and analyze the raw data to produce a personalized report based on the participant's unique situation.

The premise of D.I.C.E. is that the participant is the best judge of the impact of his/her condition. This is different from the medical model in which the clinician is presumed to know more than the patient.

The accuracy of a D.I.C.E. assessment will therefore be influenced by the following factors:

• honesty: it is important for participants to respond truthfully rather than what they consider to be socially acceptable answers;
• self awareness: getting in touch with their thoughts, feelings and behaviours helps them identify their needs and develop problem solving skills;
• effort: self reflection requires mental and emotional energy -- the more effort participants put into the D.I.C.E. assessment, the more reliable and meaningful the results will be; and
• attitude: a sense of hope and a belief in their potential for change will create a balanced D.I.C.E. assessment free from the distortion seen through the lens of negativity

The Interplay of Career Exploration Components

Successful career exploration takes into account the interplay among aptitudes, interests, values, personality and employment barriers. Selection of appropriate vocational assessments will depend on which pieces of this puzzle are missing. This information can then be compared with the employability dimensions -- career choice, skill competencies, job search, and job maintenance -- that are preventing the client from career fulfillment.

Vocational assessment tools are just that -- tools. They are descriptive rather than prescriptive. The results have to fit right with the client, and in the end, only the client can decide on his/her best career path.

NOC NOC: WHO’S THERE?
By Denise Feltham

The National Occupational Classification System is no stranger to career and work counsellors. Used by HRSDC to classify all the types of jobs that exist in Canada, it is often a referral source for career exploration and labour market research. Yet, are we getting the most out of the NOC?

The Career Handbook section of the National Occupational Classification System provides detailed information on job functions as well as the skills required and interests that best match each type of job. The NOC assesses job requirements in accordance with the following aptitudes:

• general learning ability;
• verbal ability;
• numerical ability;
• spatial perception;
• form perception;
• clerical perception;
• motor coordination;
• finger dexterity; and
• manual dexterity.

General learning ability is the capacity to understand the purpose, function and roles of the job and to learn new tasks. Verbal ability is the capacity to understand and use language, and to effectively communicate information and ideas. Numerical ability is the capacity to perform arithmetic accurately and quickly. Spatial perception is the capacity to perceive and visualize two or three dimensional objects and figures, and to perceive and understand the spatial relationships of moving objects. Form perception is the capacity to perceive detail in pictures or graphs, and to discriminate between differences in shape, shading, width and length of objects or lines. Clerical perception is the capacity to accurately perceive and identify differences in written and numerical details. Motor coordination is the capacity to integrate the actions of eyes, hands and fingers to produce accurate, precise movements. Finger dexterity is the capacity to effectively use the fingers to manipulate objects deftly and quickly. Manual dexterity is the capacity to use the hands deftly and quickly to place or turn objects.

The NOC identifies five types of interests with respect to working style; namely, directive; innovative; methodical; objective; and social.

Individuals with a directive interest like to make decisions, take control of situations and lead others; plan and coordinate projects; and delegate tasks. They are independent, self-directive and prefer to organize their own activities. Individuals with an innovative interest like to analyze and explore issues; experiment with and develop creative solutions to problems; present information in new ways; and enjoy the challenge of the unexpected. Individuals with a methodical interest like clearly defined rules, methods and procedures; routine; and completing one task or project before moving on to the next. Individuals with an objective interest like working with tools, instruments or machinery to operate, repair or construct things; and understanding how things work. Individuals with a social interest like interacting and cooperating with, serving or meeting the needs of others.

These interests are differentiated according to work with data, people or things; and are further broken down into job functions including:

Data/Information
Synthesizing, coordinating, analyzing, compiling, computing or copying

People
Negotiating, instructing, supervising, diverting, persuading or speaking

Things
Setting up, precision working, controlling, driving, operating, manipulating, tending, feeding, off-bearing or handling

This type of analysis can provide significant insight into a client’s aptitudes and preferred working style, as well as how compatible their skills and interests are with any given job opportunity. As an employment counsellor who works with people with disabilities, I have incorporated the NOC into a self assessment tool called D.I.C.E. (Disability Impact on Career/Employment), with interesting results. After asking clients to rate themselves on a number of aptitudes and skills, I then ask them to select the types of NOC occupations they would be interested in. What emerges is a pattern of abilities and preferred working style that correspond to their self-identified aptitudes and interests. These results indicate that the NOC’s Career Handbook can be a beneficial addition to conventional vocational assessment tools in determining a client’s career interests and feasible employment goals.

The NOC is more than a four digit code. It is also more than an occupational classification system. Yet the effectiveness of this tool is dependent on the degree of skill and investment that we, as career practitioners, put into it. So the next time the NOC knocks, let’s ask, “Who’s there?”

 

 

A LONG, WINDING ROAD:
EMPLOYMENT FOR PEOPLE WITH DISABILITIES
By Denise Feltham

 

Food, shelter, clothing and the opportunity to be a productive member of society are basic human needs.  In the hunting and gathering and agrarian societies, people fished, gathered, hunted and farmed to obtain what they needed to survive.  As such, they had access to the means of production.  In the industrial society, the means of production was controlled by manufacturers, and people depended on wages by employers for survival.  When the industrial age gave way to the information technology age, more jobs were lost as industries shut down and new skills were required. 

 

The situation is even more challenging for people with disabilities, who experience more difficulty than their able bodied peers in finding and keeping a job.  In 2006, Statistics Canada conducted a Participation and Activity Limitation Survey, which revealed that 15.5% of Ontarians have a disability.  At the time of the survey, 41% were employed and 54% were unemployed or not actively looking for work.  They earned an average of $22,543; however, 46% earned less than $15,000.  Eighty-four percent of women and 65% of men earned less than $30,000.   Only 9% earned over $50,000.  With respect to education as a determinant of employment, 24% completed high school; 11% obtained a trades certificate or diploma; 17% completed college; and 11% completed university.

 

The research project Neglected or Hidden, conducted by the Canadian Abilities Foundation, revealed that adults with disabilities are only half as likely as able bodied workers to remain employed for at least a year.  Many of them require workplace accommodations in order to perform satisfactorily on the job.  Lack of practical work experience, employer attitudes and a lack of accommodations and flexible working conditions were identified as the primary factors contributing to their unemployment.  A strong need was identified for specialized employment counselling services to meet the needs of people with disabilities, particularly in the area of job development.

 

In November, 2005, the federal and provincial governments realized that Part II of the Employment Insurance Act, by giving priority to recently laid-off workers, did not address the current labour market challenges created by plant closures and layoffs due to restructuring, downsizing and relocation.  As a result, they entered into the Canada-Ontario Labour Market Partnership Agreement. Their vision was to create a skilled, productive and inclusive workforce by developing a one-stop training and employment services system that is results-based, efficient, accountable and responsible.

 

The federal and provincial governments planned a number of strategies to achieve this goal.  These included:

·        skills training programs;

·        quick retraining and employment of new Employment Insurance recipients;

·        assistance to under-employed skilled workers in finding jobs in their field;

·        more opportunities for disadvantaged groups including immigrants; Aboriginals, older workers and people with disabilities;

·        labour market programs to meet employers’ need for job ready workers; and

·        partnerships with employers, unions, training providers and community organizations.

 

In the spirit of a results-based, efficient system, the ODSP Employment Supports Program delivered by the Ministry of Community and Social Services changed its strategy from a train and place to a place and train approach.  This move has led to reduced pre-employment services such as psycho-vocational assessments, life skills training and job trials, and more selective screening of participants in favour of those deemed most likely to succeed.  As a result, people with disabilities are at higher risk of falling through the cracks in the system.  They become dependent on income support programs because of the financial instability of part time and contract work, as well as differences in level of functioning caused by the disability.

 

There are many career counselling and employment services provided by government and non-profit agencies which help people with disabilities find employment.  The various players involved in the employment services system have different goals and challenges.  The primary needs for the job seeker or student with a disability is to identify a career or find a job in which they can maximize their strengths and work around their disability by accessing appropriate accommodations.  Employment counsellors are responsible for meeting agency quotas of job placements for their clients.  Career counselors have the dual role of facilitating their students’ success while maintaining the reputation of the college or university by ensuring that their students choose a realistic career.  An equal opportunity employer must balance the successful operation of the business with providing a positive work environment and meeting the accommodation needs of employees with disabilities.  However, a gap is created between vocational assessment and job placement when the impact of a person’s disability on their career options and work performance is not taken into account, and when the significance of necessary workplace accommodations is not understood.  Identifying jobs that will capitalize on the individual’s strengths and subdue the effects of disability on task performance is critical to workplace success.  Only then can one begin to overcome the sense of failure that develops from a history of job loss. 

 

As a person with a disability, I chose the road less travelled and went into self employment after being unsuccessful in the regular workforce, despite a Bachelor of Social Work Degree and a Career and Work Counsellor Diploma.  In a sense, self employment is the ultimate accommodation, and there are several programs available to assist individuals with various barriers to employment become entrepreneurs.  However, depending on the point of view, self-employment programs can be interpreted as exclusionary because it has been determined that the individual would not be able to succeed in regular employment.  Or it can be interpreted as the ultimate act of confidence in the individual’s unique talent, intelligence and resourcefulness to transform a viable business idea into a reality.  I decided to adopt the later point of view, and developed D.I.C.E. Assessment and Employment Counselling Services.  D.I.C.E. (Disability Impact on Career/Employment) is a self assessment tool that provides a comprehensive profile of the person’s abilities and challenges, thereby enabling them to choose a more suitable career that will maximize their strengths, and explores adaptations required for workplace success.  I also provide assistance with resumes and cover letters.  As a certified Life Skills Coach, I am also in the process of developing a life skills workshop on issues related to disability in the workplace. 

 

Self employment is great for entrepreneurs who have unique products or services to offer.  Yet for many people with disabilities, this accommodation is not feasible.  For diversity to truly exist in the workplace, a different mindset by employers is needed.  They must ask themselves, "What can this applicant do?" rather than "How fast can this applicant do it?"  They must ask themselves, "What is the economic cost of not hiring this applicant?" rather than "What shortfalls in projected revenue will this applicant cost me?"  Only then can people with disabilities meet their needs for financial security, sense of purpose and sense of belonging that comes from being productive participants in society.

 

 

WHAT'S IN A NAME: DISABILITY IN AN ABLEST SOCIETY
by Denise Feltham

The need to work is a basic human need that stems not only from economic survival but from the sense of purpose derived from being a productive and contributing member of society.  We currently live in an ablest society that focuses on perfection in appearance and performance.  As such, people with disabilities often experience a devaluing of the qualities and skills they have to offer.

Disabilities come in all shapes and sizes.  They can be visible or invisible.  They can be present at birth or acquired in later life.  Disabilities can stem from chronic diseases or conditions (arthritis, diabetes); sensory impairments (vision or hearing loss); trauma (paraplegia, acquired brain injury); learning disabilities (dyslexia, dyscalculia); developmental (Down's Syndorome, autism); or psychiatric disorders (anxiety disorder, depression, schizophrenia).  

Ten percent of working aged adults between the ages of 15 and 64 acquire a disability.  The rate of unemployment for this population is three times higher than that for the able bodied population.  Adults with disabilities are only half as likely as able bodied workers to remain employed for at least a year, and Aboriginal adults with disabilities have an even higher rate of unemployment.  Age, gender, severity of disability and level of education are key determinants of employment success for people with disabilities.  Younger male adults are more successful than older female adults, and more highly educated, less severely disabled adults are more successful than lower educated, more severely disabled adults at securing employment.

The value ascribed to work performed by people with disabilities is reflected in their salaries, which are lower than those earned by their abled bodied peers, and lower for females in both groups.  

Many people with disabilities require workplace accommodations (job coaches, sign language interpreters, assistive devices, flexible work hours) in order to perform satisfactorily on the job.  Lack of accommodations, lack of practical work experience and employer attitudes perpetuate unemployment for people with disabilities. 

One reason for this situation lies in Section 16(1) of the Ontario Human Rights Code, which states that "a handicapped person's right to non-discrimination is not violated if they are denied a job because their handicap prevents them from performing the essential duties of the job."  This clause is often used as a loophole to avoid hiring people with disabilities.  Recently, government sponsored employment programs shifted from a train and place to a place and train approach, reducing the availability of pre-employment supports such as psychovocational assessments and job trials, and requiring job seekers to be competitively employable.

For diversity to truly exist in the workplace, a different mindset by employers is needed.  They must ask themselves, "What can this applicant do?" rather than "How fast can this applicant do it?"  They must ask themselves, "What is the economic cost of not hiring this applicant?" rather than "What shortfalls in projected revenue will this applicant cost me?"  Only then can people with disabilities meet their needs for financial security, sense of purpose and sense of belonging that comes from being productive participants in society.




IS DRIVER'S LICENSE THE NEW BARRIER TO EMPLOYMENT?
By Denise Feltham

People with disabilities are experiencing as much difficulty as ever in securing medium and high income level jobs that will allow them to be financially independent.  They are also more likely to be underemployed or working in low-paying jobs despite having received college and university training in specialized fields.  Employers can be selective, exclusionary and demanding in their hiring practices by requesting a longer work week, a higher education, more extensive experience and a second language.  The process of downsizing and restructuring has necessitated the merging of two or more jobs into one, requiring multi-tasking and a combination of skill sets that are often mutually exclusive (for example, good analytical and writing skills combined with reception and secretarial skills in a fast paced environment.)

The path to employment for people with disabilities is filled with road blocks, detours and dead ends; however, some improvements have been made to remove these barriers such as the Ontario Human Rights Code, The Canadian Human Rights Act and the Equal Opportunity Plan.

Section 15(1) of the Ontario Human Rights Code states:
"Every person has a right to equal treatment with respect to employment without discrimination because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of offences, marital status, family status or disability."

Disability is defined by the Ontario Human Rights Code as:
"a) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and, without limiting the generality of the foregoing, includes diabetes mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical coordination, blindness, or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial device; 
b) a condition or mental impairment or a developmental disability;
c) a learning disability, or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language;
d) a mental disorder; or
e) an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997."

You are a person with a disability.  You persist and conquer your barriers, and you finally get that degree or diploma.  The battle is over, right?  Unfortunately, this isn't the case.  You engage in an intensive job search and soon become entangled in the net of inexperience because you did not get paid for all the volunteer work you did over the years.  Then as you excitedly read down the list of requirements for those jobs that you could and would love to do, your hopes are dashed by that ubiquitous phrase, "driver's license and car required."  You can't drive - you'd be a danger to yourself and others.  You won't drive - air pollution kills hundreds of people a year.  And a course in driving certainly wasn't included in your program curriculum.  

Over the years, a form of discrimination has emerged in the labour market that has been very much left unnoticed because it is a non-issue for so many people - the requirement of a driver's license, vehicle and, in some cases, specialized insurance.  The legislation does not protect citizens from discrimination based on whether or not they have a driver's license or own a car.  The Canadian Human Rights Act, No. 15(1), gives employers the right to discriminate against non-drivers by allowing that:
"It is not a discriminatory practice if
a) any refusal, exclusion, expulsion, suspension, limitation, specification or preference in relation to any employment is established by an employer to be based on a bona fide occupational requirement."

Many people with a disability cannot drive.  If employers cannot discriminate against individuals with a disability, and these individuals cannot drive because of their disability, then it follows that allowing employers to refuse employment on this basis is discriminatory against people with disabilities.  However, the Canadian Human Rights Act also makes the widely interpretive provision in Accommodation of Needs, No. 15(2) that is ignored by employers and enforcers of the Act:
"For any practice mentioned in Paragraph 1(a) to be considered to be based on a bona fide occupational requirement...it must be established that accommodation of the needs of an individual or class of individuals affected would impose undue hardship on the person who would have to accommodate those needs, considering health, safety and cost."

A thorough assessment of the accommodation request must be made before rejecting the accommodation as an unjustifiable hardship, including direct and indirect costs; tax breaks and subsidies; effect on sales and revenue; the person's skills and experience; and degree of compliance with other acts, laws and standards.

Paralleling this provision, Section 17(2) of the Ontario Human Rights Code specifies that with respect to driving as an essential component of the job, an employer must accommodate the needs of a person with a disability in the performance of the essential features of a job, unless it could be demonstrated that the needs of the person cannot be accommodated short of undue hardship on the person responsible for accommodating those needs.  

Furthermore, Special Programs, No.  16(1) of the Canadian Human Rights Act states:
"It is not a discriminatory practice for a person to adopt or carry out a special program, plan or arrangement designed to prevent disadvantages that are likely to be suffered by, or to eliminate or reduce disadvantages that are suffered by any group of individuals when those disadvantages would be based on or related to the prohibited grounds of discrimination, by improving opportunities respecting goods, services, facilities, accommodation or employment in relation to that group."

A "special plan, program or arrangement" could be feasibly implemented without undue hardship to the employer to accommodate people with disabilities who do not drive.  Accommodations in this case could include job sharing, car pooling, taxis, or even a chauffeur at the employee's expense (not to mention the cost effective option of the Toronto Transit Commission).  In the human services field, where visits to clients in the community are sometimes necessary, case workers can go in teams in which employees who do not drive could be paired with those who have cars.  Years ago, there were designated drivers on site to transport the professional to clients' homes.

Recently, I was dismayed to hear that a person with a mobility impairment lost his chance of a job with an agency serving people with disabilities because he could not drive.  Current legislation needs to be challenged under the Charter of Rights.  This effort requires public education and collective action.  If we do not educate employers and take necessary action now, then a driver's license will become the next barrier to employment for people with disabilities.