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Using the Integrated Mission System of the Equal Employment Opportunity Commission (EEOC), the employment discrimination experience of Americans with Learning Disabilities (SLD) is documented for Title I of the Americans with Disabilities Act. The study examines demographic characteristics of the charging parties and the industry of the responding employer against whom complaints are filed. It establishes the nature of the discriminatory act, specifically, pin-points the issue(s) that predicated the allegation, and shows the final outcome or resolution of these complaints. Key dimensions of workplace discrimination as experienced by individuals with LD are detected using two Tests of Proportion. The first test compared individuals with LD to persons who have similar, non-physical disabilities (mental retardation and autism). The second test compares the experience of the LD group to a group representing all other physical, sensory, and neurological disabilities. The Exhaustive CHAID technique is then used to identify and prioritize the most significant variables that contribute to predicting the outcomes of the allegations filed by persons with LD. The comparative findings of both Tests of Proportion in this study indicate that among other industries, Educational Services is more likely to experience allegations of discrimination charged by individuals with LD. Among disability groups, the LD populace was also more likely to make charges of discrimination relative to Assignment, Testing, Harassment, Training, and Discipline. The predictive findings of this study identify eleven specific Issues that drive allegations of discrimination filed by individuals with LD. Derivative implications are discussed as they affect individuals with LD, designated industries, the EEOC, and other stakeholders. Recommendations for future research are made.
Date01 January 2009
CreatorsConway, Joseph
PublisherVCU Scholars Compass
Source SetsVirginia Commonwealth University
Detected LanguageEnglish
SourceTheses and Dissertations
Rights© The Author

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