INTRODUCTION
The wish of every
individual as they grow older in life is to have a career from which they can
be financially independent, socially comfortable, be productive in the society
and have a sense of self-respect. Therefore questions such as: ‘what will I
become in future? Is one which everyone at one point in time or another is
being confronted with? According to Block (2014), it is never too early to
start thinking about your future. LaValley (2009)
expressed that, for students with disabilities, questions such as; what do I
become in the future? Is one that does not foster hope and excitement; but rather
creates dread and frustration? Such students, struggle through school without
seeing the meaning in education as pertains to their life and future career. Shingleton (1977, p. 51), in Klover
(1983), views a career as an "ever-changing process of planning that
involves coordinating interests, abilities, attitudes, economics, and
decision-making.” According Dictionary.com (2018), a career is an occupation or
profession, especially one requiring special training, followed as one’s life
work.
A career is a very
integral aspect in life. Most often people define themselves with relation to
their career, as such, having a career can sometime make one feel fulfilled in
life. Levinson and Palmer (2005) articulated that a career can provide a sense
of accomplishment, pride and have an enormous effect on our overall life
satisfaction, or it can serve as a source of frustration and dissatisfaction.
It is important to note that, people do not just get up one day and find
themselves in a career; they go through the process of career development,
which is a developmental phase.
Anastasia (2016)
defined career development as a process spanning over an individual’s lifetime
that inevitably moulds his work identity. She further explained that, it is a
lifelong process, starting as early as that point in their childhood when for
example, a child saw a fire-fighter save someone from a burning building and,
in complete admiration, declares, “I want to be a fire-fighter when I grow up”.
Judging from this definition, all the career choices we make while in school,
which guides the major subjects we undertake in school, are all aspects of
career development, because you are doing so towards achieving career in future.
Super (1953) called this stage of career development the ‘Growth Stage’. Some
people go through the process of career development successfully and secure a
career for themselves, while others are unable to sustain the process, secure a
career and get a job for themselves.
EMPLOYER PERSPECTIVES ON HIRING PEOPLE WITH DISABILITIES
The growing
inclusion of disability in company diversity strategies is a positive
development, and one that the disability employment service system could well
take advantage of in attempting to reverse the consistently low employment
rates among the working-age people with disabilities in Cameroon in particular
and African in general. Moreover, the economic downturn that began in 2008 had
a disproportionate negative impact on employment for people with disabilities (Fogg, Harrington, & McMahon, 2010; Kaye, 2010). These
data notwithstanding, studies show that many people with disabilities want to
work (Livermore, Goodman, & Wright, 2007). Innovations are needed on
multiple fronts to increase employment for people with disabilities. As world’s
economies continue to recover from the recent recession, vocational
rehabilitation (VR) and other disability employment service providers need to
develop effective business partnerships to help employers recognize the
contributions that people with disabilities can make to the workplace.
Although
people with disabilities face multiple employment barriers, one factor believed
to contribute to their low employment rate is reluctance on the part of
employers to hire from this pool of prospective workers. Employer attitudes
towards and concerns about hiring people with disabilities have been well described
in literature. In a comprehensive review of the literature on employer
attitudes toward people with disabilities, Unger found evidence suggesting that
the type and severity of disability can impact employers’ hiring decisions
(Unger, 2002). Some studies suggest that employers have greater concerns about
hiring individuals with invisible disabilities, such as mental and emotional
conditions, than they have about hiring people with physical disabilities, and
that employers tend to have more positive views about employees with physical
disabilities than those with psychiatric or intellectual disabilities (Unger,
2002). More recent studies suggest that employers may be concerned that
employees with disabilities have lower productivity, higher absenteeism, lack
the necessary skills or require greater supervision compared to those without
disabilities (Domzal, Houtenville,
& Sharma, 2008; Kaye, Jans, & Jones, 2011).
In addition
to concerns related to job performance, studies show that some employers lack
awareness of people with disabilities as a potential talent pool or have
difficulty finding qualified candidates with disabilities (Taylor, Krane, & Orkis, 2010). A
survey of employers conducted by the US Department of Labor’s Office of
Disability Employment Policy (ODEP) found that while larger companies were more
likely to actively recruit people with disabilities, small and mid-sized
companies often lacked the information needed to recruit these workers and were
unfamiliar with resources that might support them to hire and accommodate
workers with disabilities, such as OneStop Career
Centers, the Job Accommodation Network, or the employer assistance and resource
network (Domzal et al., 2008). In a review of
research on employers’ views, Luecking (2008), suggests
that this lack of knowledge among employers indicates that disability
employment marketing efforts have fallen short of creating awareness of people
with disabilities as a viable workforce.
A lack of
understanding and concerns about obligations for instance under the Americans
with Disabilities Act (ADA) can deter employers from recruiting workers with
disabilities. Employers have expressed concerns about potential liability and
the prospect of facing disability related litigation as well as the costs associated
with providing accommodations to workers with disabilities, even though
research shows that most accommodations can be provided at no or relatively low
cost (Domzal et al., 2008; Hernandez et al., 2008;
Job accommodation network, 2012; Luecking, 2008). A
recent study by Chan et al. (2010) found that employers with greater knowledge
of the ADA and job accommodations had more positive perspectives on hiring
people with disabilities than those with lower levels of knowledge. Beyond
ADA-related concerns, employers have also expressed concerns about the cost of
workers compensation insurance and health care coverage for workers with
disabilities.
To a lesser
extent, employers have also expressed general concerns related to a lack of
comfort or familiarity with disabilities as well as concerns regarding the
attitudes of managers, co-workers and customers (Domzal
et al., 2008; Unger, 2007). Despite concerns, studies have shown that employers
with experience working with individuals with disabilities have more favorable
attitudes toward employees with disabilities, and display greater willingness
to hire other individuals with disabilities (Hernandez et al., 2008, Luecking, 2008; Unger, 2002, 2007). Surveys of employers
who have hired people with disabilities found that employers perceive workers
with disabilities as easy to supervise, to have productivity levels equal to or
higher then employees without disabilities, and to have low absentee rates
(Hernandez et al., 2008; Kaye et al., 2011).
Research
points to decidedly mixed experiences with the publicly-funded disability
employment service system among employers. Public system services include those
provided by state agencies, state-funded Community Rehabilitation Provider
(CRP) organizations, One Stop Career Centers, and others. Some studies show
that employers find employment service providers and programs to offer critical
assistance in identifying qualified applicants and providing supports to those
hired, and to be a good source of information about disability (Gilbride, Stensrud, Vandergoot, & Golden, 2003). However, studies also
suggest that employers sometimes find the complexity of the public service
system confusing, are frustrated by the lack of coordination among various
providers soliciting job opportunities on behalf of people with disabilities,
and perceive disability employment service providers as lacking the knowledge
and skills to effectively operate in a business arena. In recent years there
has been an increased recognition that the system needs to develop more
business-focused, “demand-side” approaches that focus on understanding employer
needs and carefully matching job seekers to the demands of the workplace
(Fraser, 2008; Hernandez & MacDonald, 2007; Luecking,
2008).
DISABILITY AWARENESS TRAINING
Negative
attitudes are usually the most significant barrier that people with
disabilities face and it often underlies the failure to address other barriers
such as those related to accessibility, laws and policies etc. Disability
awareness training or disability equity training is an approach to dispelling
such negative attitudes. Find opportunities to explain disability inclusion to
those who need to understand the concept better. You may need to educate staff,
influential people in the community, and employers. Involve qualified people
with disabilities in the training so that they come to be perceived as
competent leaders and trainers by those who you are trying to influence. From a
rights-based perspective, disabled people should be included in matters that
involve them, either directly or indirectly. Including them in training is a
strong message about inclusion.
If there is
a legal basis for inclusion, and in most countries there will be some legal
basis, include the legal framework in the training. Your vocational training
system should have as its mission to serve everyone in the community,
especially if there is a legal basis. If you find the need to target the
general community or businesses to get employers more involved, build and
communicate an economic and business case for inclusion as well. Many people
with disabilities live in poverty. By assisting them in developing marketable
skills and securing employment you are strengthening local economies and
reducing the costs related to disability dependence, freeing up families and
community resources for other purposes. Businesses will have access to a
broader customer base and talent pool, the chance to benefit from a more
diverse workforce, and access to trained and qualified people with disabilities
to help them comply with quotas or related legislation.
Disabled
persons and their families may also need to be included as participants in
awareness-raising. As noted previously, some disabled people may doubt that
they are truly welcome in vocational development activities and some parents or
family members may have concerns about their disabled family member travelling
or attending a training programme designed to result
in employment.
Challenges Faced by Students with
Disabilities in Career Development
Considering how
important having a career is for an individual, it become very challenging for
anyone who is unable to secure a career in life. Levinson and Palmer (2005)
explained that, finding the right career or simply knowing what it might be is
not easy even for highly skilled individuals, doing so is even more difficult
for those who lack adequate training or face special challenges such as
disabilities. Owen, Froman and Moscom,
(1981) in Ihenacho, Darma
and Abdullahi, (2008) defined students with
disabilities as those that have deviated from the societal norms (above or
below average) to the extent that adapted programmes or specialized methods are
required to meet their needs. They include learners who experience difficulties
in learning as well as those whose performances are superior, that modification
in curriculum and instructions are necessary to make them achieve their maximum
potentials. Dunn (1996) in Levinson and Palmer (2005) articulated that,
compared to their peers, students with disabilities are more likely to
experience unemployment, underemployment, low pay and job dissatisfaction.
In analysing the
challenges students with disability face with regards to the career development
process, La Valley (2009) noted that, students with disabilities, face
challenges in selecting proper career goals and appreciating career aspiration,
‘While working with freshman in the
spring of 2008, he noticed the struggle which was quite apparent and concerning
in completing an interest survey about careers. He observed students all
answered "yes" to questions concerning subjects they have never studied,
and when talking to them about “what they wanted to be when they grew up,"
the responses varied from veterinarian to underwater welder to air traffic controller
and so on’. He distinguished that, these students with disabilities were not
making informed and realistic choices. Their responses revealed that they lack
an awareness of their strength and weakness (self-awareness) and as such could
not make career choices which matches their strength. Reddy (2016) explained
that, if anyone fails to understand the interest and skills set within him/her,
it will be quite difficult to choose a suitable career. Generally, a poor
career choice, start affecting an individual’s career development from his/her school
days because, the career choices students make while in school, influence the
subjects they chose, which letter on influence their performance and the way
they develop in that career path. Therefore choosing a career part without
clear awareness of yourself, may lead students to frustration, poor performance
and eventually school dropout. According to Levison
and Palmer (2005), dropout cause students with disabilities to be unprepared
and less likely to obtain a job. In a quest to appreciate and remedy the
situation, this study seeks to understand; what is self-awareness? How is it
developed among students with disabilities? And how self-awareness influence the career development process of students with
disabilities.
The Concept of Self Awareness
Self-awareness is the ability to understand yourself, it include
recognizing your strengths and weaknesses and the ability to manage your
emotions. Guber (2015) defined self-awareness
as a “conscious knowledge of one’s own
character, feelings, motives and desires.” In that regard, Cherry (2019) explained that, self-awareness
involves being aware of different aspects of the self; including traits,
behaviors, and feelings. Essentially, it is a psychological state in which
oneself becomes the focus of attention. Self-awareness is one of the first components of the self-concept to emerge. She further
stated that, while self-awareness is something that is central to who you are,
it is not something that you are acutely focused on at every moment of
every day. Instead, self-awareness becomes woven into the fabric of who you are
and emerges at different points depending on the situation and your personality. Goleman (1998) identified three component of self-awareness which are;
emotional awareness, accurate self-assessment and self-confidence. In other
words, it is all about knowing your emotions, your personal strengths and
weaknesses, and having a strong sense of your own worth.
How Can Students with Special
Needs (Disabilities) Develop Self Awareness
Growing up without having a complete
understanding of who you are can be very dangerous. Judging from the ideas of Daniel Goleman (1998), a
guru in self-awareness analysis, for an individual to be aware of his or her
self, they must be emotionally aware, have self-confidence and be able to do
self-assessment. But question
here is that; how is self-awareness developed among students with disability?
According to Clare (2017), as children grow up, parts of their self-awareness
will unfold, but it needs to be nurtured to fulfil
its biggest potential along the way. Developing self-awareness
requires more than just reading self-development books, it require some
practical activities. Some of the ways students with disabilities can develop
self-awareness are:
Always have a Self-Reflection
Self-reflection is a critical analysis of yourself. It include aspects
such as self-questioning, which provokes a critical examination of your person
and letter on bring out an understanding of your strength and weaknesses.
Kennedy (2019) explained that, self-awareness is a meditation or serious
thought about one’s character, actions and motives. It is about taking a step
back and to mirror your life, behavior and beliefs. An individual may never be conscious
of who he or she really is unless he/she takes out time for self-reflection. Therefore, students with
disabilities should frequently do self-reflection in order to know your worth
and enhance self-awareness.
Reverse Negative Thoughts.
Most often, having a negative thought about
oneself, limits the ability to explore your strength. Without a clear
understanding of your strength, progress is limited, self-confidence is lost
and self-esteem very low. Students with disabilities should try as much as
possible, to reverse the negative impression they have about their disabilities
or themselves, because these thoughts interfere with their healthy development
and promote false and negative sense of self which limits growth. They should nurture
positive mindset and build self-confidence by exploring their worth with a
positive mind. For example, encourage yourself by; appreciating yourself for those
things you can do in spite of your challenges or disabilities.
Be Patience
Students with disabilities should learn to practice patience in their
daily interaction. Patience facilitate one’s understanding of his/her emotions. According to Goleman
(1998), emotional
awareness, is a component of self-awareness. You cannot claim to know yourself,
when you cannot manage your emotions. Most often, the information we need for
self-awareness is at our fingertips but we miss out because we are impatient to
search. So learning to be patient is vital for self-awareness development.
Interact
with Others in the Environment
Brinck, (2001) expressed that,
interacting with the environment is necessary to distinguish between oneself
and the rest of the world. It is only through interaction that one gets to
distinguish or identify him/herself from others. When students with
disabilities isolate themselves from others, they may not be able to make
realistic judgment of self, but interact with others in the environment, leads to the understanding of the consequences
of their behavior in the environment and they may tend to make practical
judgment about their; ability, interest, strength and weaknesses. After having a clear understanding of how students with disabilities can
develop self-awareness, it is important to bring out the benefits of self
-awareness, and how it can help these students overcome challenges of career
development
The Influence of
Self-Awareness on the Career Development Process of Students with Disabilities
Kerka (2002) explained
that, career development is a cyclical process that involves self-knowledge
about personality, interests, skills, and abilities. He added that,
understanding the world of work and the requirements of specific occupations
requires; the ability to match one’s abilities and skills satisfactorily with
an occupation and a work environment. To achieve this, one needs to have a
clear understanding of self. Self-awareness
will help students with disabilities to;
Acknowledge
Issues of Career Interest.
Self-awareness
plays a critical role in how students make sense of life experiences. When
students with disabilities, learn to know and accept themselves for who they
are, understand their strength and weaknesses, they will be able to make
subject choices which matches their abilities and interest. In that light, they
will be able to stay focus and overcome distraction
Look at the
big picture.
Having a clear
understanding of self, will help students with disabilities look at a bigger picture
of their career vision. They will be able to match their interest, skills and
the career choice because they have and understanding of whom they are. In that
light building a strong thought of ‘I can make it based on my potentials’.
Career development for such a student is easier because the mind is ready for
the task ahead.
Look at
their strength and not to allow their weakness be a taboo among others.
When you are
aware of yourself, you will not allow your weaknesses to be seen as a taboo,
because you have a clear understanding that, each human being is unique, made
up of strengths and weaknesses. Self-awareness will students with disabilities
not to be uncomfortable with their weaknesses, but to use their strengths to
overcome weaknesses and foster career development
Develop
their passions.
Self-awareness
help students with disabilities develop their passion. Because self-awareness
entails emotional-awareness, self-confidence, understanding of interest,
weaknesses and abilities. Kyriaki Raouna
(2017) expressed that, with self-awareness comes self-improvement. Therefore,
it will be easy for student with disabilities who have self-awareness to
develop their passion.
Regulate-Self
In a whole,
our ability to engage in self-reflect, facilitates a smooth navigation in our
social environment and thus increases the likelihood of survival (Leary, 2004) in
(Morin, 2011). More specifically, one major adaptive function of self-awareness
is self-regulation, is the ability to alter one’s behavior, resist temptation,
change one’s mood, select a response from various options, and filter
irrelevant information. All this will guide students with disability stay focus
and overcome challenges in career development
POLICY BENCHMARKS TO ENHANCE CAREER DEVELOPMENT OF
PERSONS WITH DISABILITIES.
Creating a
workplace that is free of discrimination and provides true career opportunities
for people with disability requires managers and staff to feel disability-aware
and disability-confident and to positively support any adjustments that may be
required by employees with disability. A strong knowledge of unconscious bias,
workplace adjustment and flexible working policies are key to creating a
barrier free and disability-confident workplace. These resources help managers
support staff to perform at their best, to ensure they have everything they
need and to make certain they are able to thrive in their roles. To build a
workplace that is more inclusive of people with disability, there is need to:
·
Ensure the Reasonable adjustment policy is
current, published and communicated to all employees and is available.
·
Ensure managers have a point of contact for
one-on-one support to provide advice about supporting people with disability.
·
Ensure accessibility guidelines for
publishing and printing are current, published, communicated and available.
·
Ensure the department’s leading with Respect
development program suitably encompasses and progresses disability confidence
and awareness.
·
Ensure the Disability language guide is
published, communicated and available.
·
Develop a guide for managers for being more
inclusive of people with disability in the workplace and publish it,
communicate it and make it available
·
Provide managers and teams with disability
awareness, disability confidence, unconscious bias and any other specific
training or experiences to help create inclusive and safe workplaces.
·
Analyse relevant People Matter survey results
to measure issues such as discrimination and career satisfaction as compared with
people without disability.
·
Participate in the national Network on
Disability Access and Inclusion Index to measure inclusive workplace outcomes.
·
Develop and implement professional
development programs for employees with disability that focuses on talent and
individual needs and potential.
·
Investigate opportunities for a dedicated
secondment program for long-term employees with disability.
·
Develop, communicate and publish a contact
list of people who employees with disability can contact for information and support.
·
Develop a checklist to ensure key events,
internal and external training and e-courses are inclusive and accessible for
employees with disability including inclusive venues, inclusive materials,
inclusive course activities and inclusive e-learning modules.
CONCLUSION
In the
process of career development, students with disabilities just like any other
student in school may face certain challenges. But self-awareness is an
important factor, which may influence their ability to overcome career
development challenges. Regardless of how students with disabilities, feel
about themselves, adding the idea of who they really are to their cognitive
architecture, will change the way they process information positively and give
them the ability to match their interest, skills and abilities with their
career interest, and actively overcome
career development challenges. Innovations in the public disability employment
service system and in company practices related to hiring people with
disabilities are needed to reduce the disparity in employment rates between
persons with and without disabilities. Employers usually identified substantial
but not insurmountable challenges to hiring people with disabilities. To
overcome these challenges, employers identified a need for improved
coordination in the disability employment service system and a need to improve
the exchange of information about the hiring and employment of people with
disabilities across businesses and within businesses. We described specific
innovations, for example the “account management” model to improve coordination
of public employment services and “business-to-business” networks to improve
information sharing across businesses. These innovations may help to both
increase employment of people with disabilities and benefit employers. We
recommend that state-level public disability employment service agencies and
employers work together to implement these innovations.
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