"Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Occupational Therapy Department, College of Allied Health and Nursing, Nova Southeastern University." The author explored the current state of practice and the essential elements in the wheelchair assessment and procurement process. Obtaining the correct wheelchair is a complex process, involving the client, family, practitioners, suppliers, manufacturers, policy makers and insurers. This study utilized a qualitative research approach using Participatory Action Research (PAR) and a Delphi consensus approach to garner input from 155 individuals who have experience in the field of wheelchair assessments. While wheelchair users account for 1% of the United States population over the age of 6, they experience oppression, unemployment, and activity limitations. The findings of this study suggest that the wheelchair assessment process be theoretically based on empowerment and reflect a client-centered process.

According to a front page editorial in the Wall Street Journal of January 27, 1976, the major barriers to employment of eight million disabled people are attitudinal. Understanding of attitudes - their sources, and their dynamics - must be achieved in order to progress toward a goal of acceptance of handicapped persons as full and equal partners in our society.

The objective of this research is to propose a model of inclusion of people with disabilities (hereby known as PWD) in the labor market of Lima - Peru. Material and Methods: A baseline descriptive, cross-sectional study. Ofthe 10,000 top companies of Peru, 188 companies where chosen aleatory and classified in large 27.1% (51), medium 13.3% (25), Small 48.4% (9) and very small 11% (21). For the quantity information a validated survey was used and for the quality information a narrative matrix was used. Results: Of the universe used, there is only 0.084% of persons with disabilities (PWD) in the payroll of the top companies in Lima. Of the sample, large companies have 0.07%; Medium 0.24%; small 0.21% and 0.69% very small feature in their payroll PWD, whose ages range between 18 and 35 years, although the General Law of Persons with Disabilities says that 3% of the payroll should be PWD. One of the main conclusions is that the companies are not complying with the Law that commands to insert PWD in their payroll, because they are only incorporating an average of 0.084%, far below from the 3% indicated as the standard;however, there is availability to insert PWD according to a profile by company type that requires it. / The objective of this research is to propose a model of inclusion of people with disabilities (hereby known as PWD) in the labor market of Lima - Peru. Material and Methods: A baseline descriptive, cross-sectional study. Ofthe 10,000 top companies of Peru, 188 companies where chosen aleatory and classified in large 27.1% (51), medium 13.3% (25), Small 48.4% (9) and very small 11% (21). For the quantity information a validated survey was used and for the quality information a narrative matrix was used. Results: Of the universe used, there is only 0.084% of persons with disabilities (PWD) in the payroll of the top companies in Lima. Of the sample, large companies have 0.07%; Medium 0.24%; small 0.21% and 0.69% very small feature in their payroll PWD, whose ages range between 18 and 35 years, although the General Law of Persons with Disabilities says that 3% of the payroll should be PWD. One of the main conclusions is that the companies are not complying with the Law that commands to insert PWD in their payroll, because they are only incorporating an average of 0.084%, far below from the 3% indicated as the standard;however, there is availability to insert PWD according to a profile by company type that requires it.

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No description available.

Indiana University-Purdue University Indianapolis (IUPUI) / The focus of this qualitative descriptive study is the experience of physically disabled young people as they transition into adulthood while living with a service dog. The cornerstone of young adulthood is transition. For any young adult leaving home, the transition involves inter- and intra-personal changes that affect future well-being. Unfortunately, the majority of young adults with congenital disabilities are less likely to be fully employed and to live independently than their non-disabled peers. To date, very little research about living with a disability exists from the point of view of young adults. Even fewer qualitative research studies exist that focus on service dog teams. This research report will add to the body of nursing knowledge about people with disabilities and their experience of transition in the areas of health, work/school, relationships and identity. The findings result from descriptive analysis of interviews with four young adults and one parent. Using qualitative descriptive methods, the researcher identified three themes that defined the experience of transition. It’s different now contained stories regarding life before and after obtaining the service dog. This theme included elements of personality development similar to any young adult in transition, such as identifying “who I am now.” Going places was the most personal theme, describing the social implications of going or not going places and the environmental and personal barriers related to learning to drive. Calling the shots centered on the ability to make choices for themselves and the dog, as well as to participate in age appropriate milestones, such as attending college and living away from home. The findings of this study will be useful to professionals who place service dogs with persons with disabilities, rehabilitation specialists who desire appropriate interventions to facilitate transitions, and nurse researchers and clinicians who desire to understand the bond between animals and human beings.

The ability to travel independently by using public transportation is important to everyone. However, that is a very difficult task for seniors and people with disabilities since it may cause anxiety when they use unfamiliar transportation venues. Therefore, many seniors and people with disabilities use paratransit services instead of public transportation such as the subway and buses. However, the cost of paratransit services is prohibitive and growing due to the increase in the number of seniors and people with disabilities. This master thesis project presents an immersive pre-travel training application for seniors and people with disabilities. It will help them get familiar with new transportation venues and encourage them to use public transportation. The main functions of this application are as follows: 1. Provide a 3D virtual environment and real environment videos of transportation venues. 2. Enable the user to explore and get familiar with transportation venues by controlling a virtual character in the 3D virtual environment. 3. Use audio navigation instructions to navigate users to a selected destination. 4. Provide multiple navigation preference options (e.g., stairs, escalators and elevators).

According to the Macro, Meso, and Micro levels (3Ms), the 3Ms of Occupational Engagement: Awareness of Entitlement and Support Programs for People with Disabilities (People of Determination) in the United Arab Emirates (AESPPD) is an educational program focused on educational programs designed to increase awareness of policies, regulations, and entitlements in the United Arab Emirates (UAE). Promoting occupational justice, social justice, and improving employment are ways to break down social stigmas for people with disabilities (people of determination). Using a hybrid model of in-person and telehealth, the 24-week program proposed in this doctoral program will provide education on and facilitate access to entitlement and support programs for clients, caregivers, and occupational therapy students in the UAE and globally. The author aims to reduce the environmental barriers, including the lack of accessible community locations and transportation, as well as limited access to rehabilitation programs (WHO, 2001; WHO, 2006; Zhou et al., 2020). Reduced limitation to often necessary services results in success with paid employment (Andersen & Olsen, 2019; Bondia, 2019; Haza, 2019; Silva et al., 2019). Environmental barriers result in challenges in an individual's ability to support themselves financially, maintain healthy social participation, and engage in meaningful occupations (Adams et al., 2012; Marshall, 2009; Sheppard & Frost, 2016; WHO, 2011; WHO RCWP, 2018). The program will promote access, independence, opportunity, and change for this target population through awareness of occupational injustice and barriers to engagement (Hammell, 2008); collective occupations for change (Frank & Santos, 2020); awareness of cultural norms (Frank & Santos, 2020); policies and civil rights act change (WHO, 2011); developing intentional attendance using telehealth (Fogelberg & Frauwirth, 2010; Frank & Muriithi, 2015). Consequently, corresponding to the 3Ms telehealth program, the author can engage in employment and social participation for people with disabilities (people of determination) in the UAE and globally.

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This narrative inquiry explored the schooling and professional experiences of seven teachers who were labeled with learning disabilities, and how those experiences affected their career decisions, teaching strategies, as well as relationships with their students, families, and friends. Their stories also challenged the associated stigmas and societal beliefs about who can be a teacher. The methodology incorporated semi-structured interviews, classroom observations, field notes, and member checks to explore the teachers’ constructed meanings of their experiences and beliefs. This research was undergirded by Disability Studies in Education (DSE), along with the theory of complex embodiment. The purpose of incorporating these theoretical perspectives was to challenge normalizing dominant narratives and to advance the problematization and redefinition of disability as simply a matter of human variation. The findings highlighted three themes. They included: embracing the “Theory of Complex Embodiment”; residual emotions and feelings of (in)competence; and their decisions to disclose their learning disability labels, masquerade as a subjugated identity, or conceal their labels and pass. The participants also described the teaching strategies they utilized with their students and themselves. Following analysis, recommendations were made for both teachers labeled with learning disabilities and students enrolled in special education programs.