Should I or Shouldn’t I? Disclosing a Disability
New York State Career Development Association Buffalo NY
Janine Rowe, MSEd., NCCCareer Counselor
Office of Cooperative Education and Career Services
Rochester Institute of Technology
!
Disability Prevalence by Disability Type: Percent in NYS
http://ilr-edi-r1.ilr.cornell.edu/nymakesworkpay/docs/Report_Card_2010/NYSReportCardStatusFINAL.html
Self- Help Movemen
t
1950s 1960s
Civil Rights Act
Rehabilitation Act
Section 504 IDEA
1970s 1980s
Continued advocacy
Americans with
Disabilities (ADA)
Act
1990s 2000s +
Section 503
Employer’s Perspectives
Qualified Employees
Perform equally wellto employees without
disabilities
Economic advantage
Workforce OpportunityTax Credits (WOTC)
Allowance for making accommodations
Small business tax credit
Value/Diversity
$2.4 TrillionDiscretionary spending
Diverse viewpoints
ADA Compliance
Responsible for providing reasonable
accommodations
Section 503
If federal contractor
Increased retention
PWD: 6% turnover ratevs.
P W/O D: 52% turnover rate
Individual’s Perspectives
Exploratory activities
Number of career exploration
activities affected by type and severity of disability
Expectations
Parents Teachers
Disability benefit programs (SSI & SSD)
Job Satisfaction
Research varies Values related to work satisfaction in PWD
ADA Compliance
Disclosure Describe disability
What accommodations (if any) are needed?
Self-advocacy
Autonomy Privacy
Intrapersonal awarenessThoughts about disability
Employment Challenges
Unemployment Underemployment Fear discrimination
Individual’s PerspectivesDisclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Rated on:
Job SatisfactionDisclosure in the Workplace Type of Disability Workplace experiences related to having a disability Accommodations and self-modifications
Individual’s PerspectivesDisclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Disclosure in the Workplace
Workplace experiencesrelated to having a disability
Accommodation and Self-modification strategies
Type of Disability
Job Satisfaction
?
Individual’s PerspectivesDisclosure Research
Results: Disclosure
Did not disclose
64%
Disclosed 36%
Individual’s PerspectivesDisclosure Research
Results: Students who disclosed
Reasons for disclosure:
Want to make supervisors or co-workers aware (31%) Improve relationships (27%) Desire for open communication (10%)Need additional time to complete jobs (11%)
Additional: Pride of having disability Required to do so Did not
disclose 64%
Disclosed 36%
Individual’s PerspectivesDisclosure Research
Results: Students who did not disclose
Reasons chosen for not disclosing disability
49% No reason to disclose or need for accommodations8% Concern for job security
2% Concern for impacting relationships
Additional Did not answer the question“They don’t need to know”
Did not disclose
64%
Disclosed 36%
Individual’s PerspectivesDisclosure Research
Results: Job Satisfaction and Disclosure
82% (Students) vs
87.5% (General) Disclosure occurred in all
reported satisfaction levels
Individual’s PerspectivesDisclosure Research
Results: Disability type prevalence and disclosures
Cognitive Auditory Physical Psychiatric Visual
41%
28% 25%
4% 2%
18%
61%66%
0%
100%
% of sample
% Disclosed to employer
Individual’s PerspectivesDisclosure Research
Negative experiences and Disclosures
Disclosed, No negative experiece
21%
No disclo-sure, no
negative ex-perience
54%
Disclosed + had negative experience
16%
No Disclosure + Had negative experience
9%
Individual’s PerspectivesDisclosure Research
Research completed at Rochester Institute of Technology
85 students with disabilities & work experience
Disclosure in the Workplace
Workplace experiencesrelated to having a disability
Accommodation and Self-modification strategies
Type of Disability
Job Satisfaction
X X
!
Working with PWD
Continue to train disclosure Promote compensatory
strategiesProvide career development
opportunities Promote ERGs & “Disability
Friendly” Employers
Prepare for employees with disabilities
Sensitivity and awareness Inclusiveness training
Videos Newsletter
Promote Employee Resource Group (ERGs)
Disability “Glossary” Possible: Affinity Fair
LGBT Perspectives
Out @ Work
LGBT Women: 50%LGBT Men: 72%
Transgender may not have choice
Privacy
Assumed heterosexuality Pronoun use
Coming out?
Desire to be authentic Form strong
relationships Become role models Combat homophobia
Anti-Discrimination
NYS: Protections for sexual orientation and
gender identity in public and private employment
(most cities) Goal: Across all employment
Work Relationships
Feel excluded Reduced networking
Being managed fairly? Relationships with
supervisors
“Invisible” Minority
Approx. 21% of workforce
Employment and LGBT
Correct terminology Explore legal issues
Legal and preferred names Understand risks of inadvertent
disclosure HCR Corporate Equality Index
Employment and LGBT
ERG’s (Employee Resource Groups)
Increase mentoring programs Participate in community Pride
events Scholarships for LGBT Youth
5 things you can do in 5 minutes
1) Bookmark HCR Corporate Equality Index
2) Bookmark Job Accommodation Network
3) Brainstorm potential mentors in your network
4) Research disability and/or LGBT events in your area. Get involved!
5) Make a list of your employer partners who are also federal contractors and refer your clients. Get details on Section 503
References
20 Steps to an Out & Equal Workplace
2010 New York State Disability and Employment Status Report
Americans with Disabilities: 2010
Where are our LGBT Employees? Out & Equal
Building LGBT-Inclusive Workplaces
Witte, R.H., Phillips, L., & Kakela, M. (1998). Job satisfaction of college graduates with learning disabilities. Journal of Learning Disabilities, 31, 259-265. Schmidt, M.A., & Smith, D.L. (2007). Individuals with disabilities perceptions on preparedness for the workforce and factors that limit employment. Work, 28, 3-21. Roberts, L.L., & Macan, T.H. (2006). Disability disclosure effects on employment interview ratings of applicants with nonvisible disabilities. Rehabilitation Psychology, 51, 239-246. Lynch, R.T., & Gussel, L. (1996). Disclosure and self-advocacy regarding disability-related needs: Strategies to maximize integration in postsecondary education. Journal of Counseling and Development. 74, 352-357. Maduas, J.W., Foley, T.E., & McGuire, J.M, & Ruban, L.M. (2001). A follow-up investigation of university graduates with learning disabilities. Career Development for Exceptional Individuals, 24, 133-146. Maduas, J.W., Foley, T.E., McGuire, J.M., & Ruban, L.M. (2002). Employment self-disclosure of postsecondary graduates with learning disabilities. Journal of Learning Disabilities, 35, 364-369. Maduas, J.W., Ruban, L.M., Foley, T.E., & McGuire, J.M. (2003). Factors contributing the employment satisfaction of university graduates with learning disabilities. Learning Disabilities Quarterly, 26, 1359-169.
