This study aims to determine whether the attitudes of students (and therefore future employers) towards people with physical disabilities can be modified by exposing them to the needs of disabled people, or whether perceptions of the needs of the disabled are too entrenched for education to effect any change. It also evaluates whether attitudinal changes are enduring and therefore continue to influence students’ responses to the disabled after a period of time has elapsed. Respondents were students on the Diploma of Hospitality Management at Auckland University of Technology (AUT), enrolled on an Accommodation Operations paper. A compulsory assessment for this paper was a group assignment that considered facilities offered by accommodation providers for guests with disabilities. Respondents were surveyed before (n = 54) and after (n = 24) the assignment to determine any attitude and knowledge changes. Both surveys were undertaken at the end of lectures. The surveys were distributed in class, so the number of respondents relates to the number of students in class during the particular lecture selected for survey distribution. Respondents were then invited to join a focus group to explore their feelings and opinions about disabled people. Another focus group was undertaken with students who had completed the disability assignment the previous year. The focus group was to assess whether or not the awareness of disability issues was still apparent after a period of time had elapsed. These findings would then prove whether or not exposure to such issues still influenced respondents’ attitudes. The second survey responses and comments made during the subsequent focus groups conclude that awareness of disability issues may be heightened with exposure to barriers, both physical and attitudinal, that are experienced by people with impairments. Understanding of disability issues is the first step in the removal of barriers and will help lead to the creation of a more inclusive environment for staff and guests in the hospitality industry. An inclusive environment is particularly desirable as more hotels are required in response to increases in tourist numbers. With increased visitors’ arrivals, it is reasonable to expect that tourists will have varying abilities, and therefore, modification of facilities to suit their needs will benefit a large number of people. The research also concludes that the knowledge gained in the assignment was still influential after the conclusion of the assignment. Students who have studied issues for people with impairments, as future managers, will have the knowledge and understanding to provide a more inclusive environment for guests that meets both social and legal obligations. Such an environment will be beneficial to both guests and potential employees with physical disabilities.

This study aims to determine whether the attitudes of students (and therefore future employers) towards people with physical disabilities can be modified by exposing them to the needs of disabled people, or whether perceptions of the needs of the disabled are too entrenched for education to effect any change. It also evaluates whether attitudinal changes are enduring and therefore continue to influence students’ responses to the disabled after a period of time has elapsed. Respondents were students on the Diploma of Hospitality Management at Auckland University of Technology (AUT), enrolled on an Accommodation Operations paper. A compulsory assessment for this paper was a group assignment that considered facilities offered by accommodation providers for guests with disabilities. Respondents were surveyed before (n = 54) and after (n = 24) the assignment to determine any attitude and knowledge changes. Both surveys were undertaken at the end of lectures. The surveys were distributed in class, so the number of respondents relates to the number of students in class during the particular lecture selected for survey distribution. Respondents were then invited to join a focus group to explore their feelings and opinions about disabled people. Another focus group was undertaken with students who had completed the disability assignment the previous year. The focus group was to assess whether or not the awareness of disability issues was still apparent after a period of time had elapsed. These findings would then prove whether or not exposure to such issues still influenced respondents’ attitudes. The second survey responses and comments made during the subsequent focus groups conclude that awareness of disability issues may be heightened with exposure to barriers, both physical and attitudinal, that are experienced by people with impairments. Understanding of disability issues is the first step in the removal of barriers and will help lead to the creation of a more inclusive environment for staff and guests in the hospitality industry. An inclusive environment is particularly desirable as more hotels are required in response to increases in tourist numbers. With increased visitors’ arrivals, it is reasonable to expect that tourists will have varying abilities, and therefore, modification of facilities to suit their needs will benefit a large number of people. The research also concludes that the knowledge gained in the assignment was still influential after the conclusion of the assignment. Students who have studied issues for people with impairments, as future managers, will have the knowledge and understanding to provide a more inclusive environment for guests that meets both social and legal obligations. Such an environment will be beneficial to both guests and potential employees with physical disabilities.

This study aims to determine whether the attitudes of students (and therefore future employers) towards people with physical disabilities can be modified by exposing them to the needs of disabled people, or whether perceptions of the needs of the disabled are too entrenched for education to effect any change. It also evaluates whether attitudinal changes are enduring and therefore continue to influence students’ responses to the disabled after a period of time has elapsed. Respondents were students on the Diploma of Hospitality Management at Auckland University of Technology (AUT), enrolled on an Accommodation Operations paper. A compulsory assessment for this paper was a group assignment that considered facilities offered by accommodation providers for guests with disabilities. Respondents were surveyed before (n = 54) and after (n = 24) the assignment to determine any attitude and knowledge changes. Both surveys were undertaken at the end of lectures. The surveys were distributed in class, so the number of respondents relates to the number of students in class during the particular lecture selected for survey distribution. Respondents were then invited to join a focus group to explore their feelings and opinions about disabled people. Another focus group was undertaken with students who had completed the disability assignment the previous year. The focus group was to assess whether or not the awareness of disability issues was still apparent after a period of time had elapsed. These findings would then prove whether or not exposure to such issues still influenced respondents’ attitudes. The second survey responses and comments made during the subsequent focus groups conclude that awareness of disability issues may be heightened with exposure to barriers, both physical and attitudinal, that are experienced by people with impairments. Understanding of disability issues is the first step in the removal of barriers and will help lead to the creation of a more inclusive environment for staff and guests in the hospitality industry. An inclusive environment is particularly desirable as more hotels are required in response to increases in tourist numbers. With increased visitors’ arrivals, it is reasonable to expect that tourists will have varying abilities, and therefore, modification of facilities to suit their needs will benefit a large number of people. The research also concludes that the knowledge gained in the assignment was still influential after the conclusion of the assignment. Students who have studied issues for people with impairments, as future managers, will have the knowledge and understanding to provide a more inclusive environment for guests that meets both social and legal obligations. Such an environment will be beneficial to both guests and potential employees with physical disabilities.

Thesis--Auburn University, 2009. / Abstract. Includes bibliographical references (p. 86-99).

Thesis (MIHM) -- AUT University, 2009. / Includes bibliographical references. Also held in print (107 leaves ; 30 cm.) in the Archive at the City Campus (T 362.4045 SCH)

Thesis (Ph. D.)--University of Alabama at Birmingham, 2008. / Title from PDF title page (viewed Sept. 23, 2009). Additional advisors: Karlene K. Ball, H. Randall Griffith, Daniel C. Marson, Sylvie Mrug, David E. Vance. Includes bibliographical references (p. 59-80).

No description available.

No description available.

The purpose of the study was to develop a wellness model for teachers in addressing learning barriers for learners with hearing impairment. The study is underpinned by three theories, namely, the Linguistic Interdependence Theory, the Universal Design for Learning and the Wellness Theory to generate understanding of how learners with hearing impairment learn. Ethical standards were adhered to in terms of gaining permission for access, issues of informed consent, voluntary participation, and confidentiality. The study is premised on the pragmatism philosophy that favours a mixed method approach, using both qualitative and quantitative methods of data collection and analysis and interpretation of data. The mixed method is a multi-method, ensuring multiple angles in data collection, interpretation and analysis. Data collection and analysis were concurrent because data were collected and analysed as soon as the data were available. The study used a purposive sampling approach to select samples of educators who responded to the questionnaires and those who participated in the interviews. Three provinces and 11 schools were purposively selected because of their history of providing quality education to learners with hearing impairment. The researcher knew all the schools. One hundred deaf educators (86 female and 14 male) participated in answering a semi-structured, self-completion questionnaire. All respondents were school-based teachers of the deaf, teaching Grade R to seven. Eleven primary school educators were interviewed, consisting of eight women and three men. Concurrent data analysis was used to compare quantitative and qualitative data, which revealed that learners faced several wellness challenges. Most of the learners faced literacy challenges in reading, communication with the hearing and limited academic, social and career dimensions. Some positive strides were showing in the physical and spiritual wellness through health promotion and moral education. The study proposed an integrated wellness model integrating the three lenses. The following four themes emerged from the study. The first theme is that academic challenges are major barriers faced by learners with hearing impairments. The second theme noted that deaf learners faced communication challenges. The third theme indicated curriculum, adaptation, and multidisciplinary teams as factor where hearing-impaired needed support to address barriers to learning. The last theme called for more programmes to be introduced to address academic, career, and spiritual wellness. A wellness model was proposed to assist educators to address the academic, social, career, emotional, physical, and spiritual wellness of the hearing-impaired learners / Inclusive Education / D. Ed. (Inclusive Education)