User:Ruby.ortega005/sandbox

Placement of disabilities in the workforce acts- will go under policies and actions siri section will go under demographics Mental disabilities in the workforce will go between disability and aging and disability and poverty.
 * Notes*

this section will touch on the history of people with intellectual disabilities in the workforce and then touch on how this issue has socio-economically evolved

=Mental Disabilities in the Workforce=

=Mental Disabilities in the Workforce=Siri's sandbox The mental disabilities portion will go between disabilities and aging and disabilities and poverty

https://en.wikipedia.org/wiki/Disability_and_poverty


 * (Not my work) Taken to make sure my section flows with this section

There is a global correlation between disability and poverty, produced by a variety of factors. Disability and poverty may form a vicious circle, in which physical barriers and stigma of disability make it more difficult to get income, which in turn diminishes access to health care and other necessities for a healthy life.[17] The World report on disability indicates that half of all people with disabilities cannot afford health care, compared to a third of people without disabilities.[18] In countries without public services for adults with disabilities, their families may be impoverished.[19]

Disability and the workforce
As stated above, studies have illustrated a correlation between disabilities and poverty. Notably, jobs offered to people with disabilities are scarce. For global demographic data on unemployment rates for the disabled, see Disability and poverty. However, there are current programs in place that aid people with Intellectual disabilities (ID) to acquire skills they need in the workforce. Such programs include sheltered workshops and adult day care programs. Sheltered programs consist of daytime activities such as, gardening, manufacturing, and assembling. These activities facilitate routine-oriented tasks that in turn allow people with ID to gain experience before entering the workforce. Similarly, adult day care programs also include day time activities. However, these activities are based in an educational environment where people with ID are able to engage in educational, physical, and communication based tasks. This educational based environment helps facilitate communication, memory, and general living skills. In addition, adult day care programs arrange opportunities for their students to engage in community activities. Such opportunities are arranged by scheduling field trips to public places (i.e. Disneyland, Zoo, and Movie Theater). Despite, both programs providing essential skills for people with ID prior to entering the workforce researchers have found that people with ID prefer to be involved with community-integrated employment. Community-integrated employment are job opportunities offered to people with ID at minimum wage or a higher rate depending on the position. Community-integrated employment comes in a variety of occupations ranging from customer service, clerical, janitorial, hospitality and manufacturing positions. Within their daily tasks community-integrated employees work alongside employees who do not have disabilities, but who are able to assist them with training. All three options allow people with ID to develop and exercise social skills that are vital to everyday life. However, it is not guaranteed that community-integrated employees receive the same treatment as employees that do not have ID. According to Lindstrom, Hirano, McCarthy, and Alverson, community-integrated employees are less likely to receiving raises. In addition, studies conducted in 2013 illustrated only 26% of employees with ID retained full-time status.

Furthermore many with disabilities, intellectual and (or) psychical, finding a stable workforce poses many challenges. According to a study conducted by JARED (Journal of Applied Research and Intellectual Disability, indicates that although finding a job may be difficult for an intellectually disabled individual, stabilizing a job is even harder. This is largely due to two main factors: production skills and effective social skills. This idea is supported by Chadsey-Rusch who claims that securing employment for the intellectually disabled, requires adequate production skills and effective social skills. However, other underlying factors for job loss include, structural factors and the integration between worker and workplace. As stated by Kilsby, limited structural factors can effect a multitude of factors in a job. Factors such as a restricted amount of hours an intellectually disabled person is allowed to work. This in return according to Fabian, Wistow, and Schneider leads to a lack of opportunity to develop relationships with coworkers and a chance to better integrate within the workplace. Nevertheless, those who are unable to stabilize a job often are left discouraged. According to the same study conducted by JARED, many who had participated, found that they had made smaller incomes when compared to their co-workers, had an excess of time throughout their days, because they did not have work. They also, had feelings of hopelessness and failure. According to the NOD ( National Organization On Disability), not only do the (ID) face constant discouragement but many live below the poverty line, because they are unable to find or stabilize employment and (or) because of employee restricting factors placed on ID workers. This then causes the (ID) the incapacity to provide for themselves basic necessities one needs. Items such as, food, medical care, transportation, and housing.