Disability, Health and Access to Training

Abstract

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Disability and Perceptions of Work and Management

“…). Only a handful of studies have however investigated disability and other in‐work outcomes, and these have largely focused on other ‘hard’ outcomes, such as the prevalence of self‐employment (Jones and Latreille ), part‐time employment (Jones ) and job‐related training (Fumagalli ) . The concentration of disabled employees in non‐standard employment has been attributed to its role in accommodating disability in work.…”

“…Kidd et al 2000 andJones et al 2006). Investigation into the influence of disability on other in-work outcomes has, however, been limited and is restricted to features such as the type of employment (Jones and Latreille 2011), job-related training (Fumagalli 2008) and hours of work (Jones 2007). There is less evidence still on how disabled employees feel about their work and their perceptions of their workplace or management.…”

“…A significant disability earnings gap remains after controlling for observable personal characteristics and is predominantly attributed to the unobserved influence of disability on productivity rather than discrimination (Jones et al 2006;Longhi et al 2012). Only a handful of studies have however investigated disability and other in-work outcomes, and these have largely focused on other 'hard' outcomes, such as the prevalence of selfemployment (Jones and Latreille 2011), part-time employment (Jones 2007) and job-related training (Fumagalli 2008). 1 The concentration of disabled employees in non-standard employment has been attributed to its role in accommodating disability in work.…”

Exploring the work and learning stories of para‐teachers in a college for further education in England

“…Untrained LSWs in ‘inclusive’ classrooms posed grave obstacles for, first, the college teachers, who simply were not timetabled to deliver the much needed ‘on‐the‐job training’ (Raval et al ., ) they need, and, second, to the students with LDD who were taught by these untrained ‘professionals’. Finally, others have substantiated these authors' view by showing that discrepancies do exist between the education of non‐disabled and disabled people (Rogers, ; Fumagalli, ). Questions can be raised about the meaningfulness and moral justness of education for post‐16 students with additional learning requirements in colleges of further education in England.…”