Category: Disabilities

Description of the topic and subject matter

The purpose of this essay is to provide an instructional plan for learners with disabilities in writing. For any students, writing remains a fundamental way of expressing, asserting and defending opinions. Writing helps learners to demonstrate their knowledge about a given subject and depict their experiences, thoughts, ideas and feelings. Students who wish to become writers must develop writing skills in high school. Writing skills require learners to account for the task, the aim of writing and audience. Therefore, abilities to choose words, develop structures, contents and format written materials should be deliberate.

At high school level, learners should be able to apply technology techniques when developing and refining their written materials. Writing requires learners to be adept in collecting relevant information, assessing sources of information and ensuring a proper citation as required. At the same time, students must understand how to present and report their findings from researched and analyzed data. This process must be clear and logical in presentation. Writing skills should allow students to develop flexibility, attentiveness and fluency for producing critical, best drafts within minimal time. Moreover, students should be able to review and revise their written materials in order to produce the best final drafts. Learners must dedicate a part of their time and effort to researching and writing to achieve these writing goals. Thus, writing literacy is a fundamental instruction for students, and teachers must prepare adequately to deliver the best content and meet needs of learners with disabilities in writing class.

Setting and Grade Level

The study unit has been developed and modified to meet various characteristics of learners with disabilities. The study unit is critical writing in which 20 students with learning disability in expressive language will benefit. Some of the learners have single or multiple expressive language disabilities.

A review of the learners files revealed their diverse writing disabilities. This is necessary for developing an instructional plan that accounts for different learning disabilities among students. The teacher noted learners current levels of performance and decided on the most effective interventions. The process will also include a pre-assessment to identify any changes among learners.

They display attention deficit hyperactive disorder (ADHD), reading difficulties, and high-functioning autism spectrum disorders (ASD). Learners do not show extreme cases of intelligence relative to the rest of the population. Students have trouble in expressive writing.

According to Russell Gersten and Scott Baker, research-based instructional strategies can help in teaching learners with expressive writing disabilities (Gersten and Baker 34). The instructional plan is designed to allow students to analyze different materials within the course content and materials from different sources to support their persuasive, critical writing.

The aim of the instructional plan is to ensure that learners improve on their quality of writing and self-efficacy i.e., being able to write critical and technical assignments.

The teacher will include a needs assessment plan, study objectives, learning materials, intervention or teaching strategies, lesson contents and modes of assessment.

The instructional plan focuses on learners with expressive difficulties in writing. However, learners display diverse levels of competencies. This makes the development of the instructional plan a little complex because developing an appropriate plan for a single learner with specific goals may be difficult. Therefore, this instructional plan has focused on the following elements to ensure inclusion.

First, the instructional plan concentrates on learners engagement. The teacher will ensure that all learners participate in learning activities and are motivated to gain insights and new knowledge. Second, the instructional plan will ensure that students with disabilities have a sense of belonging in a classroom. Students will feel safe and valued as they contribute in the classroom. Third, the instructional plan aims to demonstrate a connection with constructs i.e., learners with prior knowledge about the subject matter being taught will be able to demonstrate such knowledge through pre-assessment. Fourth, the instructional plan aims to ensure that learners with disabilities understand facts and ideas in the lesson content. The teacher will ensure that learners can easily retrieve and apply learned techniques in practical writing.

For instance, a teacher shall demonstrate the effect of inequality among Americans to illustrate how learners can retrieve information and apply it in other areas. Finally, the instructional plan will account for meta-cognition. In this context, the teacher will encourage learners to write and explain their thoughts so that he can monitor and note any improvement. Meta-cognition will allow learners to apply their background knowledge as a way of improving current knowledge and identifying areas of difficulties (Flanagan and Alfonso 220).

In the first week, the teacher would conduct pre-writing assessment to identify areas of difficulties. The teacher shall introduce pre-writing techniques to learners. The approach will allow learners to develop thesis statements, topical sentences and other important elements of critical writing. The second week will involve reviewing available materials in the area of inequality in America. Learners shall develop research abilities as they evaluate different material to select the best ones to support their claims. In the third week, the teacher shall support learners to identify the most relevant contents for their critical writing.

This will involve analysis and synthesis of evidence, as well as presentation of the discovered ideas in well-developed paragraphs. In the last week, learners will write complete drafts, review, revise and edit them as necessary.

The instructional plan is a long-term strategy, which will ensure that learners with disabilities develop the necessary skills required in critical and technical writing. Consequently, they would be able to develop structures and present their ideas in a cogent manner.

California Common Core Standards and Learning Outcomes

California Common Core Standards in writing were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level (California State Board of Education 85).

The California Common Core Standards draw from some of the best existing standards. Therefore, it offers comprehensible and reliable learning objectives so that teachers can prepare their students for academic and life success.

The Core Standards indicate that learners will be able to acquire knowledge at every level of study with the support from others.

This instructional plan accounts for the following aspects of the Core Standards in critical and technical writing.

• Extensive research and evidence-based writing;
• Clear, comprehensible and consistent writing;
• Reflect learners career and life expectations;
• Reflect high-order thinking by concentrating on the subject matter and use of knowledge for critical thinking;
• Develop current knowledge of learners;
• The Core Standards aim to prepare learners for success in learning and society.

The instructional plan is based on each of the above Core Standards so that learners with disabilities in expressive writing will acquire skills for success in learning and life.

The Core Standards have allowed the instructor to develop the writing lesson based on the core concepts and processes, which match the students academic level. Students will have adequate time to master the lesson contents.

Learning Objectives

Text types and purposes

• Learners should write papers to support their claims by analyzing substantive texts through valid, logical and reliable processes.
• Learners can demonstrate the presentation of complex thoughts and show clear and accurate presentation of facts. The text should be informative and reflect effective choices of ideas, structural development and analysis of findings.
• Learners should be able to write contents, which reflect critical thinking (real or imagined) by applying different techniques, selecting details and developing sequences.

Writing style and text distribution

• The Core Standards focuses on the development of clear and coherent essays in which the structure, contents and writing styles are suitable for readers, purpose of the essay, and the task itself (Williams 3).
• Learners should be able to improve on their texts by evaluating, revising, editing, and rewriting the text where appropriate. Alternatively, learners may adopt new styles of writing.
• Students should be able to use different learning tools, including the Internet to conduct research, format, and publish their works.

Research for knowledge building

• Students should be able to demonstrate abilities to conduct thorough and highly demanding research by concentrating on specific issues and reflecting the contents of the subject matter under examination.
• Research processes would require learners to review several sources of information, gather relevant contents, establish their credibility and content accuracy and integrate such that information in their written texts show the necessary care on academic honest as they strive to avoid plagiarism.
• The Core Standard indicates that learners should be able to draw evidence from different sources to support their claims in research.

Range of Writing abilities

• Students should be able to conduct long projects with extended periods, as well as short projects within a single sitting. Such projects must account for the task, audience and objectives.

Learning Activities and Experiences

Scope and Sequence

• Monday: 90 minutes
• Tuesday: 60 minutes
• Thursday: 30 minutes
• Friday: 90 minutes

Week 1: Introduction to critical writing and text types and purposes

• The teacher conducts a needs assessment to note if learners have difficulty in finding new ideas or formulating relevant ideas for the subject matter.
• The teacher conducts pre-writing activities to establish prior knowledge, select texts and set the study purposes.
• The teacher offers a study guide for learners.
• Students brainstorm to generate ideas (Lerner 13).
• Learners compare texts.
• The teacher demonstrates how students can identify important ideas.
• Use visual image.
• Learners can work in small groups.

Week 2: Writing style and text distribution

• Students may have difficulties in recalling instructions on critical writing and understanding essay requirements.
• Teacher offers opportunities for students to explain writing requirements in their own words.
• The teacher provides clear step-by-step instructions.
• The teacher simplifies, rewrites, and provides spoken directions.
• The teacher demonstrates how learners can use texts, seek for clarification and adopt self-regulation approaches when in groups.
• Groups should result in key skill development.

Week 3: Research for knowledge building

• Learners may have difficulties in conducting research, taking notes and recalling ideas (Kuder 89).
• The teacher must demonstrate research skills with available texts, identify major ideas, and relevant information.
• The teacher should teach note taking and summary skills.
• Learners should learn brainstorming techniques.
• The teacher must identify irrelevant ideas and revise them with learners.
• Students identify difficult words and the teacher focuses on vocabulary development.
• The teacher provides a question for class discussion and encourages learners to use prior knowledge, establish the relationship and demonstrate new knowledge.
• The teacher should limit the amount of information provided to learners at one given time.
• Learners may have difficulties in expressing their thoughts and research outcomes in writing.
• The teacher should concentrate on brainstorming skills, prewriting skills and offer flexible presentation models.

Week 4: Range of Writing abilities

• The teacher provides opportunities for learners to review, revise, edit or rewrite their initial drafts.
• Learners demonstrate writing abilities based on specific writing goals e.g., 55% for base line with a goal of 90%.
• Learners are able to formulate the propose the study topic, identify relevant literature and incorporate evidence in their writing.
• The teacher must help learners to overcome any spelling, fluency and information retrieval difficulties.
• Learners may learn keyboarding skills and run spell checks on a given program.
• The finally essay should demonstrate thesis statement, organization, content structure, research, evidence-based work, and logical reasoning.

Evaluation Process

Assessment & Evaluation of Student Work

For learners with expressive writing difficulties, the teacher will assess and evaluate several aspects (Harrison and Flanagan 47).

• The teacher will assess learners prior knowledge, choices of text, and learners abilities to determine the purpose of writing.
• Students abilities to brainstorm, organize ideas and identify supporting materials.
• Assess learners comprehension abilities, such as note taking and summary skills, knowledge of writing requirements, questions, and inferences.
• The teacher shall assess if learners can conduct thorough research, identify new ideas and relevant information from different sources.
• Assessment should focus on learners abilities to define research questions, conduct both long-term and short-term research, write coherent essays without plagiarism and abilities to use technology in research and writing.
• The teacher will administer pre-assessment and post-tests to determine any improvement in learning outcomes.
• Students will receive an essay about inequality in America and analyze it to identify majors ideas and writing styles.

Assessment of the Unit of Instruction

• The content of the instruction plan covered what students need to study and the teacher adapted study contents to accommodate learners diverse disabilities.
• Learning processes and activities were student-centered as the model aimed to accommodate learners diverse disabilities (Coyne, Carnine and Kameenui 24). Learners had adequate time to concentrate on studies, pursue the topic further and self-regulate.
• Learning outcomes shall be clear through assessment because students shall have opportunities to apply and extend learning activities in real-life. This would demonstrate knowledge acquisition and difficulties among learners.
• The learning environment favored collaboration and group activities for developing specific skills in writing, summarization, and note taking (Reid, Lienemann and Hagaman 72).

Lesson learned: Closure/Reflection

It is imperative to acknowledge that developing an instructional plan for learners with diverse learning disabilities in a single classroom should be student-centered and promote individualized learning under certain circumstances, although it may be difficult.

Learners with disabilities require a well-formulated instructional plan, which can ensure that they achieve full potential and develop Core Standards in specific grade levels.

Works Cited

California State Board of Education. California Common Core State Standards: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. California: California Department of Education, 2013. Print.

Coyne, Michael, Douglas W. Carnine, and Edward J. Kameenui. Effective Teaching Strategies that Accommodate Diverse Learners. 4th ed. New York: Pearson, 2010. Print.

Flanagan, Dawn, and Vincent C. Alfonso. Essentials of Specific Learning Disability Identification. New York: Wiley, 2010. Print.

Gersten, Russell and Scott Baker. Teaching Expressive Writing To Students With Learning Disabilities: A Meta-Analysis. Eugene, OR: University of Oregon, 1999. Print.

Harrison, Patti and Dawn Flanagan. Contemporary intellectual assessment: theories, tests, and issues. New York: Guilford Press, 2005. Print.

Kuder, Jay. Teaching Students with Language and Communication Disabilities. 3rd ed. New York: Pearson, 2007. Print.

Lerner, Janet. Learning disabilities: theories, diagnosis, and teaching strategies. Boston: Houghton Mifflin, 2000. Print.

Reid, Robert, Torri Ortiz Lienemann, and Jessica L. Hagaman. Strategy Instruction for Students with Learning Disabilities. 2nd ed. New York: The Guilford Press, 2013. Print.

Williams, Jane. Resources You Can Use Adaptations & Accommodations for Students with Disabilities. Washington, DC: NICHCY, 2001. Print.

Works Cited

Categories of Disability under IDEA. 2012. Web.

Cawthon, Stephanie. Teaching Strategies in Inclusive Classrooms with Deaf Students. 2001. Web.

Chen, Deborah, June Downing, and Gloria Rodriguez-Gil. Tactile Strategies for Children Who are Deaf-Blind. Deaf-Blind Perspectives 8.2 (2001): 1-6. Web.

Kaweski, Walter. Teaching Adolescents with Autism: Practical Strategies for the Inclusive Classroom. USA: Corwin Press, 2011. Print.

Moss, Kate. Teaching Strategies and Content Modifications for the Child with Deaf-Blindness. 1995. Web.

Nielsen, Lee Brattland. Brief Reference of Student Disabilities. USA: Corwin Press, 2008. Print.

Suggested Teaching Strategies. n.d. Web.

The essay is an analysis of how Job characteristic model will be used to come up with a well-designed job for individuals with physical disabilities. The paper shows how a job deemed boring will be made to be more motivating and rewarding. The aspects covered in this analysis include skill variability, task identity, task significance, autonomy and feedback (Robbins & Coulter, 2009).

Job characteristic model is a structure for examining and crafting jobs that recognizes five primary fundamentals of a job dimensions, how these core factors intertwine as well as their effects to goals and objectives attainment (results) for instance satisfaction, tenure among others. According to Champion and Thayer, the ways jobs are designed have a significant impact to both the employee and the employer- job satisfaction and productivity in that order. The concept can be approached with one or more goals and or objectives in mind for example increases productivity reduce physical injuries, motivating employees to mention but a few.

It is has been generally accepted that job characteristic models, brings to light a number of core job characteristics that when recognized by employees triggers psychosomatic reactions to ones job as well as the results due to such reactions. It is worth noting that job are designed not to simply ensure that work is done quickly but also to provide employees with tasks and duties that to them are significant and pleasant.

The four approaches used to design a job are biological, mechanistic, perceptual and motivational, with the exception of mechanistic approach all the rest provide employees with the avenue of enjoying their tasks, duties and responsibilities.

It is a fact that the only constant is change, for this reason I propose a training and education program which will help employees with disabilities acquire a myriad of skill that will keep them at per in their work place. This will ensure that workers obtain skills and talents to carryout their tasks more comfortably. For instance, when a new technology is about to be installed, it will be rational for a number of workers based on departments to be selected and taken through how to use the innovation, such skills acquisition will not only make work easier for the worker but also make it enjoyable as well as in line with his/her task performance. Varying work also help in bringing about skill variety.

On the issue of autonomy which refers to the extent to which a job is perceived to allow workers initiate innovations while performing their duties will be in cooperated in the job design. Although there are standardized procedures that help employees quickly learn some simple tasks, they will be given an avenue of trying to solve emerging issues via new approaches. Tasks opt to be delegated to their lowest possible level to enhance autonomy (Robbins & Coulter, 2009).

Similarly, due to their disability, I will give them two option from where they will choose flexible scheduling. They will either take one of the two, flextime that will provide workers with the freedom to choose when they report and leave work or compressed workweek that will enable them have full-time position but work for less than five days per week. This is aimed at enabling such employees strike a balance between employment and other responsibilities outside the cooperate world for instance parenting.

Another fundamental factor which has been deemed to influence employees reactions toward work is feedback, (Robbins & Coulter, 2009), which is the extent to which an employees effort receives direct and clear information about his/her own productivity. Direct feedbacks from coworkers and supervisors will be entered into a computer system for filtering then directly be sent to such workers, this helps them know their strength and weaknesses vital for driving their quest to improve. I also propose a rewarding system after every three months. For instance, after analysis of the workers achievements, we reward the most improved one and the likes.

Greater task identity has a correlation with greater perception of work meaningfulness. For this reason tasks assigned to those workers having physical disability opt to be the kinds they are able to do from start to finish. This may include assigning task to group for instance customer care services. Successful completion of such task eventually enables more pride to be taken from the results.

Finally, concerning the issue of task significance, how important is the task to others, the HR department will be bestowed with the responsibility of periodically talking to employees reminding them that their duties and tasks are to a larger extent significantly contributing to the well being of the company, society and the country at large. This will motivate such employees hence enjoy carrying on their tasks (Robbins & Coulter, 2009).

In conclusion, it is worth noting that the more a job is designed on the basis of skill variety, task identity and task significance couple with autonomy and feedback mechanisms, the higher the workers motivation, performance, satisfaction and the lower the chances of such workers to be absent or even resort to resigning. All these core factors when properly handled and in cooperated in ones job, workers with various physical disabilities will definitely not be absent/resign, feel highly satisfied, highly motivated and generally enjoy their work. Job enlargement and enrichment are also vital in raising the morale of employees.

References

Robbins, S., & Coulter, M. (2009). Management. Upper Saddle River: Prentice Hall. Saddle-River: Prentice Hall.

Introduction

Over the last number of decades, the society and the business community have ignored the plight of the disabled people. This could be due to the fact that the society and the business community overlooked the social-economic value that the disabled community added to the society. Thus there were no infrastructure set up to support the special needs of the disabled community.

Nevertheless, over the recent years, the society has taken a special interest in the needs of the disabled and more so, the need for equality between the able-bodied and the disabled. Consequently a number of reforms in the public and private sectors have taken place all in a bid to provide equality in access of service between the two groups of societies.

This paper will develop an action plan for serving individuals with disabilities in Library & Information Science. It has been quite a challenge for the disabled to access library services due to lack of infrastructure and facilities that take into account their special needs. Thus there has been a decrease in use of library services by the disabled as only traditional materials that could only be used by the physically able were in place.

Developing an action plan for the disabled is not a complicated issue but is similar to developing new aspects/ features to the library system, nevertheless, the whole action plan should be developed in consultation with the stakeholders.

There are several issues that must be taken into account when developing the action plan. First is the total cost of the whole project, the architectural design of the library building and whether it can accommodate the new developments and the current issues affecting accessibility with regards to the disabled.

There are several issues that this paper will dwell on in the development of the action plan and they include; services, training, funding, equipment, materials, facilities and training. The criteria for choosing the above seven items was based on the literature needs of the disabled which is crucial in their learning process.

Thus there was a need for the provision of a consistent, efficient and practical library system to cater for the physically disabled. This approach will therefore ensure that the action plan developed is wholesome and incorporates the special needs for the different types of disabilities that exist in the society.

Due to the complex nature of the various forms of disability, there will be a need to include a comprehensive program throughout the library system. By doing so, the library will provide a comprehensive system which will ensure effective service delivery and hence be in a position to get the necessary funding for the whole project.

Facility Planning

There are specific regulations set up by the physical planning regulation rules that require buildings to be disabled friendly. One of the most vital aspects that ought to be put into consideration in the library facility is its physical accessibility. It is therefore necessary to meticulously plan on the resulting outlook of the library so as to suit both the physically able and the disabled (Turner, 2004 89).

The library should be well located since it is a valuable medium of service to persons with disabilities and it should also uphold a good working relationship with the community, agencies that coordinate disability services and also with individuals with disabilities (Rubin, 2010 92).

Materials

In the beginning, it may not be an easy task to provide all parties with equal accessibility to the library materials but with time, this should be changed hence making it the eventual objective. However in the most recent times, these library materials are now accessible in different layouts for those persons that are disabled.

In order to effectively serve individuals with disabilities in Library & Information Science, closed caption media should be availed in many classic titles and they should not be more costly than their substitutes. The library should implement the feature of having numerous historical, literature, religious and reference books accessible in audiocassette hence serving persons with disabilities (Woodward, 2005 54).

Furthermore, library material should be accessible even to individuals outside the library where the materials are directly sent to the patrons resident and to top it all, no postage charges are to be required for the return of those materials. This highly increases the rate at which individuals with disabilities access the library items. The library should provide free software programs for individuals with disabilities.

Gallaudet software-to-Go program is among the best sources for software targeting persons with disabilities. This program provides libraries that serve persons with disabilities numerous software programs on a free term basis. Hence the library should employ this program since it is cost effective yet it serves individuals with disabilities.

All that will be required of the library is to pay an yearly subscription fee and it may access materials listed in the software-to-Go catalog. In terms of selecting what software to incorporate, the library is to careful select that that is from a distinguished vendor who supplies a satisfactory customer list for specialized software.

It is necessary for the library to carry out an evaluation of assistive technology employing the same quality collection development principles that would be used for the rest of the library collection (Irwin, 1999 79).

Services

The services offered by libraries are highly considered by many as the key factor initializing attendance of that particular library. The services ought to be exposed on the librarys website, literature and also its signage.

So as to properly serve individuals with disabilities, the library should put up a sign at the reception informing persons with disabilities to request for assistance if need be. This factor will be greatly appreciated by persons with disabilities since it portrays that the library advocates for equality for all whereby all are welcome (Deines, 2007 103).

The library should provide information in other formats that meet the communication necessities of individuals with disabilities. One of the services that are quite important in all libraries is photocopying as well as book finding.

The library should implement this feature since individuals with disabilities require assistance in the library for instance, an individual in a wheelchair cannot reach books that are 52 inches high while that one suffering from dyslexia may require assistance in finding books.

As for photocopying services for students with vision impairment, the zoom feature on the copier, ought to be a key necessity the library should look into when purchasing photocopiers. The library should also provide alternative formats for instance, large print books in addition to audio tapes so as to cater for individuals having vision difficulties.

In a bid to ensure that services are accessible, the library should ascertain that their members of staff are well aware of access barriers in delivery of the librarys services since it is a vital aspect in the creation of available services (Walling, Linda, Marilyn & Karrenbrock, 2006 105).

Funding

The library should ensure that there are the necessary materials needed by individuals with disabilities. Not only should the library employ reference software in its systems but it should also make sure that the software has adaptive options.

In the scenario where developmental studies program exists, this sector ought to have an allotment to offer materials for both English as well as other particular needs. This allotment ought to be used in the purchase of software programs, books or media in order to efficiently serve persons with disabilities (Wesson, Margaret & Keefe, 2007 89).

The librarys major funding kitty ought to offer elementary collection of assistive equipment and software. In terms of getting funds for assistive technology, the library should explore several external sources for example Tools for Life which gives information concerning accessible financial support. The library should get sufficient funds for maintaining and upgrading its equipment and also for training purposes.

Financial backing is also required for the publication of materials in different formats, making of signs and for provision of brochures concerning information on disability. Most importantly, the librarys budget ought to include funds for making any alterations needed for accommodating individuals with disabilities to the library (Basu, 1991 78).

Training

Training of staff is a vital duty undertaken by the library in order for it to fully serve individuals with disabilities. This training will adequately prepare the members of staff in handling persons with disabilities especially when offering services both in and outside the library.

In order to ascertain what is required, it is vital to carry out an assessment on the level of awareness and comprehension of issues related to persons with disabilities. The library staff members should receive apt training on all facets of a comprehensive library environment.

The library ought to provide guidebooks for equipment and services to its staff in order for them to be conversant on how to offer assistance to individuals with disabilities using such equipment (Deines, Courtney & Connie, 1995 44).

Cooperative relationships

In order to offer excellent services and materials for persons with disabilities, the cooperative relationships will play a crucial role. The library should appoint a Transition team for Accessibility apparently which dwells on a broad depiction of all sectors of responsibility. Furthermore, persons with disabilities ought to be selected to this committee.

These persons should not be absent on meetings especially when adjustments or accompaniments are to be made on the library building since their consent and opinions are of utmost importance. A chief function of the ad hoc committee will be to attend to patrons concerns thereby addressing all issues regarding the library and its daily functions.

The commission should also provide up to date data on matters and requirements involving the disabled persons. It will give recommendations on the changes that are to be made to the library facility such as the alterations, materials, training prospects and services that are to be offered to the individuals with disabilities (Green & Blair, 2011 142).

The transition team for accessibility will be quite helpful in giving information to the librarys management especially in financial prospects. The library ought to look into the recommendations made by the committee after the committees assessment of the librarys condition in terms of serving individuals with disabilities.

Moreover, the library should carefully revert to the plans developed by the transition committee and more so, it should ensure that both persons with disabilities as well as professionals in the field of disabilities and assistive technologies are appointed to the committee in a bid to serve individuals with disabilities proficiently.

Facilities

Library facilities should be considered if the libtrary intends to serve individuals with disabilities. This is because certain factors ought to be put into consideration. Initially, the library disability services should provide an accessibility map to the library and also emergency plans and exits for individuals with disabilities.

The library ought to ascertain that all the library facilities are made use of by individuals with disabilities without them having to feel as objects of charity (Amtamann, Dagmar & Debbie, 1999 82).

Equipment

The library should ensure that it has the appropriate equipment necessary to serve individuals with disabilities while in the library. In compliance to the building code and the Disability Act, and the agenda for the development of the action plan, the library will also need to install equipment that can comfortably support the disabled and assist them in accessing the library services.

Due to the wide range of different disability conditions, the library will also need to install a wide range of equipment to cater for the diverse special needs. In doing this, the library will be gearing itself towards offering equal services to all despite the physical conditions of the patrons.

Thus the equipment will help the disabled by assisting them in finding the location, examining, using and borrowing the academic materials. Also the library staff will need to be trained on how to use the equipments in order to ensure a smooth transition from the old system to the new integrated system (Casey, 1999 24).

Some of the library equipment needed will be handled by the staff on behalf of the patrons in cases where the patrons are orthopedic or visually disabled.

Due to the fact that the library is a storied building, elevators will be installed to ensure access to the whole library facility equally. In addition, there should be a policy where people can access services on behalf of a disabled person by easily filling out forms either physically or online by the disabled person if he/she can do so.

Computer software set up that can effectively magnify computer images for patrons with low visual capability should also be used. This software should be installed in all computers and there should also be a special category of computers specifically meant for the disabled. All access and exit terminals should have ramps or disability access terminals which should be installed in all emergency exits doors.

Nevertheless, installing of these equipments and services will require a lot of funding as the equipment and training of personnel is a very expensive venture. Thus a lot depends on the goodwill of the stakeholders to ensure that the program is a success and sufficiently benefits the intended party.

Conclusion

The library can only offer a good learning environment that can hence serve individuals with disabilities with equality and respect if it upholds the seven basic areas of library planning that have been extensively discussed above. This will in event provide an equal platform for all learners.

It is therefore necessary that the library adequately addresses the issues accordingly in order for it to serve individuals with disabilities appropriately and so as to identify with the society as a whole.

References

Amtmann, K. Dagmar, L and Debbie, C. (1999). Increasing Access to Information and Computer Technology for People with Disabilities through Public Libraries. New York, NY: John Wiley.

Basu, S. (1991). Public Library Services to Visually Disabled Children. Jefferson, NC: McFarland.

Casey, C. (1999). Accessibility in the Virtual Library: Creating Equal Opportunity Web Sites. Information Technology and Libraries. Vol. 18, pp. 22-25.

Deines, J. (2007). Improving Library Services to People with Disabilities. London: Chandos.

Deines, J. Courtney, T. and Connie, F. (1995). Preparing Staff to Serve Patrons with Disabilities: A How-To-Do-It Manual. New York: Neal-Schuman.

Green, R. & Blair, V. (2011). Keep it Simple: A Guide to Assistive Technologies. Libraries Unlimited: Santa Barbara, CA.

Irwin, M. (1999). Guidelines for library services for people with mental retardation. Chicago: American Library Association.

Rubin, R. (2010). Foundations of Library and Information Science. New York, NY: John Wiley.

Turner, R. (2004). Library Patrons With Disabilities. San Antonio, TX: White Buffalo Press.

Walling, G. Linda, L. and Marilyn, H. Karrenbrock, J. (2006). Disabilities, Children, and Libraries: Mainstreaming Services in Public Libraries and School Media Centers. Englewood, CO: Libraries Unlimited.

Wesson, L. and Margaret, J. Keefe, D. (2007). Serving Special Needs Students in the School Library Media Center. Westport, CT: Greenwood.

Woodward, J. (2005). Creating the Customer Driven Library: Building on the Bookstore Model. Chicago: ALA.

The problem of rights inequality of people with various kinds of disabilities has always been a burning one in human society, and it still remains very important. In the past, the issue of such right violations was not even considered an issue. We can give examples of the epochs when only mentally and physically perfectly healthy people were considered actually human beings, and those people who suffered from a certain disability had to exist on their own with no right to protect their dignity.

Up to the 19th century, the question of giving the disabled rights equal to those of people with no disabilities was never raised. In the 19  20th centuries, the situation started to improve but left many controversial points. Even in the middle of the 20th century, there was a time of people with disabilities were discriminated against. It was during the fascist rule in Germany, at the period when all disabled people were not only discriminated against, they were physically destroyed.

The victory over fascism gave people the hope that the discrimination of disabled people will not be practiced anymore. But, as we can observe, modern society still has the fits of an old disease  from time to time, reports about peoples rights discrimination excite the communitys attention. The BNSF Genetic Testing Case is clear evidence of the above said.

In order to examine the case in more detail, the brief information about BNSF would be of help in this research paper. BNSF (The Burlington Northern and Santa Fe Railway Company) was founded more than 150 years ago. The present-day company unites over 390 railroad lines working as a single unit. With the headquarters in Texas, BNSF works in 28 states in the USA and in 2 Canadian provinces. This is a huge company employing about 40 000 people and taking leading positions on the market of industrial production transportation. Coal, chemistry products, forest production, automobiles, and consumer goods are what BNSF deals with.

So, as we can see, BNSF is a rather influential and developed railroad company. This is even more surprising that such a respectable firm was charged with genetic testing of its employees who had been injured at their working places during working hours. This charge was a result of innovations BNSF made to the procedure of its official medical examination of the employees. A certain number of BNSF workers underwent genetic testing included in a usual blood test. Besides, the testing was being carried out without the workers knowledge and consent. These workers got injuries at their working places, and the companys condition of paying the compensations was this very genetic testing.

There is nothing surprising in the fact that the genetically tested employees counted the testing as a violation of their human rights, and The Americans with Disabilities Act was adopted in 1990. The Act presupposes equal rights for employment for all people, whether they are disabled or not. The U.S. government created a special organization aimed at defending peoples rights guaranteed by the Americans with Disabilities Act (ADA). This organization is called EEOC (Equal Employment Opportunity Commission), where people can address if they feel that their right to employment is violated.

All the BNSF employees made to take the genetic testing send their claims to the EEOC, and the organization started an investigation. While the investigation was in progress, the EEOC inquired a preliminary injunction aimed at prohibiting any kind of genetic testing as a part of an employment medical examination at all companies. This took place in February 2001and already in April 2001, the parties concerned reached the agreement about the injunction.

During the EEOC investigation, officials from both sides were interviewed, and their words present considerable interest for the research dedicated to this problem. The BNSF authorities deny the very fact of violating the ADA or any other legislative document. The company claims to have carried out usual medical examinations and explains the lawsuits from its workers by the simple fact that they are not satisfied with the salary they earn at BNSF. They do not explain why the testing was not previously agreed with the workers.

The employees got to know about the testing accidentally. The track-maintenance worker demanded compensation from the company for the carpal tunnel syndrome as the effect of working for BNSF. The company would fire him if he did not do the blood test. During the test, his wife found out that it was not a usual blood test but genetic testing, which is forbidden by law. The finding led to the lawsuit the Union of Maintenance Workers, together with Locomotive Engineers, filed against BNSF.

It was followed by a separate claim sent by the employees to the EEOC. The evidence was given by BNSF workers, and the data from the EEOC investigation formed a sufficient obstacle for BNSF, and it could not deny the fact of genetic testing anymore. So, the company, in order not to bring the case to the court, agreed to settle the dispute on the EEOC and Workers Unions conditions because further development of the conflict could seriously damage the companys image among its customers and on the transportation service market on the whole.

The settlement of the employees claim cost BNSF $2.2 million paid to the workers made to take the genetic blood testing. But this is only a part of another settlement concerning the charges of the companys Federal Employers Liability Act violation (an act which regulates a railroad employers liability to its employees for on-duty injuries). Added to the financial compensation, BNSF agreed not to make its workers undergo genetic screening and not to sanction the employees who had filed the claim against their employers.

The controversial points seemed to be settled, but the final decision was dependant on the solution made by the U.S. District Court for the Eastern District of Wisconsin, where the settlement was filed after the parties agreed on all the terms of the document.

The settlement of the claim was differently assessed by the sides of the conflict. The BNSF officials still refuse to admit the fact of violating any law by the company and say that BNSF voluntarily agreed to settle the claim in order to eliminate possible problems and so that to make the companys work more fruitful. Richard Russack, the BNSF spokesman, confirmed that the companys decision was nothing but another step to follow the long-term policy of the railroad firm.

On the contrary, the EEOC representatives claim their gladness for such a settlement of the issue. During the investigation, they stated that BNSF decisions based on unlawful genetic screening are inadmissible and contradicting the ADA. When the problem was solved, according to EEOC Chairwoman Ida L. Castros words, employers all over the country would understand what they should not do. They should give up the practice of genetic screening and discrimination against their workers.

The case of BNSF should be a kind of warning for all employers showing them the domination of law and human rights in society. The result of this case can be a precedent for lawyers to use in likewise situations in the future, and, besides, it has some law-making consequences  22 states have already banned genetic screening as a part of the employment. Shortly after the BNSF case, other railroad companies refused the genetic blood testing, saying that this step will defend the employees from possible future genetic discrimination.

To express my personal opinion, the case of the BNSF employees had only positive consequences for the U.S. society and must positively affect the situation with the human rights defenders in the whole world. The problem of any kind of peoples discrimination, whether racial or genetic, must be solved immediately as soon as it appears and by the strictest means. This will help us achieve two goals at once: show the punishment awaiting every human rights violator and put the development of human rights defense policy on a higher level.

In conclusion, I would like to say that peoples discrimination is an inadmissible phenomenon in modern society. The times of its existence have gone to history long ago, and mankind should do its best not to let it come into our lives once again. Lessons of history should not be forgotten, and todays manifestations of this issues existence must serve as an impact for further work on its elimination.

The BNSF case shows that people are still prejudiced against others and a lot of work in the direction of a jural society remains to be done. The struggle of the workers and the EEOC aid is a nice example of how the human rights violations can be fought. In this case we can observe a fruitful collaboration of people and the authorities appointed to defend their rights. The court system also demonstrated its strength being dispassionate and objective.

The immediate results of the BNSF case can be vividly seen  lawmakers became interested in the issue and respective laws banning the genetic discrimination emerge in many states. Numerous companies launch genetic testing banning as an integral part of their policies. The attention of the community is now concentrated on this problem and this makes the problems solution clearer and easier to reach.

Works Cited

BNSF and EEOC Settle Genetic Testing Case Under Americans with Disabilities Act

FORT WORTH, Texas, 2002. Web.

Kaback M, Lim-Steele J, Dabholkar D, Brown D, Levy N, Zeiger K: Tay-Sachs diseasecarrier screening, prenatal diagnosis, and the molecular era. An international perspective, 1970 to 1993. The International TSD Data Collection Network. JAMA 1993; 207: 2307-2315.

Lewin, Tamar. (2002). National Briefing | Washington: Accord On Genetic Tests. Web.

Promoting Safe and Effective Genetic Testing in the United States. (2006). Web.

Public Law 100-578: Clinical Laboratory Improvement Amendments of 1988. 1988;42 USC 263a.

Schafer, Sarah. (2001) Railroad Agrees to Stop Gene-Testing Workers. By Washington Post Staff Writer Page E01. Web.

Weber B: Breast cancer susceptibility genes: Current challenges and future promises. Annals of Internal Medicine 1996;124:1088-1090.

There are millions of people with disabilities in the USA that is why their needs should be met and satisfied as well as the needs of any other persons. The hotel industry develops according to the definite laws and principles, and the management of hotels follows the concepts presented in the Americans with Disabilities Act (ADA).

According to this act, the needs of people with disabilities should be satisfied in relation to the fixed rules in order to provide the necessary conditions for these persons and follow the principle of the equal access to all the services and accommodations provided by the hotel.

The necessity to accommodate people with disabilities along with the other guests should not be discussed as challengeable because there are definite rules and principles following which hotels provide the successful accommodation for all the guests. To meet the expectations of the deaf persons, hotels should have certain resources and facilities available.

Thus, in the situation when a deaf woman needs to speak with a concierge, it is possible to use the note-taking practice, and the written materials should be provided. The exchange of the written notes is possible when the conversation is simple and relates to the questions of accommodation or providing some service. In this case, the presence of the person speaking ASL is not necessary.

Moreover, to respond to the requirements of the deaf person, it is necessary to provide the possibilities for the telephone communications with the help of teletypewriters which have the keyboard and display. This device helps the service staff take calls from the guests’ rooms. The guests with disabilities feel more comfortable when their rooms are furnished with such telephones and teletypewriters, TV decoders, and special visual safety equipment. These facilities are appropriate for using by deaf guests.

However, it is also necessary to meet the needs of the persons who use the motorized wheelchairs or have the service dog. If the special rooms are furnished effectively to satisfy the needs of people with disabilities, these persons can experience difficulties while eating in the hotels’ restaurants or cafés.

For instance, Violet uses the motorized wheelchair and has the service dog. To provide the woman with the high-quality service in the restaurant where there are no free non-booth tables, it is necessary to allow the wheelchair’s moving among the tables, ask politely a person or a pair who sit near the entrance help and occupy any free booth table if it is possible for them.

It would be easier for Violet to occupy the table near the entrance in order to regulate the movement of the wheelchair. The chairs which prevent the movement of the wheelchair can be moved to free the space.

It is stated in the ADA that people with disabilities should be permitted to use service animals that is why the presence of Violet’s service dog in the restaurant is necessary. Other visitors should be informed about such possibilities with the help of the information boards where the ADA’s requirements are presented. The manager’s task is to regulate the situation with the people who are against the presence of animals in the restaurant and draw their attention to the ADA’s requirements (ADA, n.d.).

Nevertheless, if the problematic situations related to the issue of accommodating the people with disabilities and their rights can be solved with the help of the effective management and the service staff’s efforts, the issue of hiring the employee with definite disabilities requires the other approaches to solving the question effectively.

For instance, Enrique cannot work at night because of suffering from the bipolar disorder, and he asks to change his night shifts. It is important to note that according to definite regulations, people with bipolar disorder should be allowed to have the flexible schedule, longer breaks, and possibilities for the part-time work.

That is why, Enrique can be proposed to develop the part-time work schedule or change with the other employees during their day shifts. The part-time work schedule of Enrique will not influence the schedules of the other employees significantly. However, the changes in shift schedule can affect the employees’ personal schedules.

From this point, it is important to create the positive atmosphere of cooperation among the employees and draw their attention to the fact Enrique can change with the other employees during the day shifts according to their needs. People with bipolar disorders provide the best performance during their hours of productivity, and the flexible schedule is advantageous not only for them but also for the organization.

According to the Americans with Disabilities Act, all the people with disabilities should be provided with the equal opportunity to access the necessary services and facilities. In the case of the hotel industry, to accommodate people with disabilities successfully, it is important to have all the necessary aids and devices to meet their needs. The flexibility of the service staff in making the decision about the possibilities of accommodating the persons with disabilities depends on the general provision of all the necessary aids.

Reference

ADA: U.S. Department of Justice, Americans with Disabilities Act. (n.d.). Web.

Introduction

Students with various learning disabilities should get best support in order to achieve their educational goals. Teachers and parents should use different strategies in order to empower every disabled learner. One of the common learning disabilities is speech impairment.

This kind of disability affects the learner’s ability to read, communicate, interact, talk, and associate with others. Speech impairment is usually subdivided into three types. These disorders include “articulation, voice, and fluency” (Sileo & Prater, 2011, p. 38).

Articulation disorders are usually associated with omissions, distortions, and substitutions. Such aspects make it impossible for many disabled learners to acquire their educational goals.

Supporting the Learning Needs of a Student with Speech Impairment

According to Godwin-Jones (2009, p. 5), “collaboration of a powerful team is critical when educating different children with learning disabilities”. The “multi-disciplinary team should include teachers, pathologists, parents, and special trainers” (Godwin-Jones, 2009, p. 7).

This discussion encourages parents and guardians to be part of such teams. This approach will ensure every targeted learner acquires the best goals. The power of assistive technologies can never be underestimated. A wide range of assistive technologies can make it easier for many learners to achieve their potentials.

Such assistive technologies should be used depending on the educational needs of every learner. Different software packages will make it easier for learners with speech impairments to improve their language skills. A good example of these computer software programs is called First Words.

This program presents the required graphic representations. The software also synthesizes speech in order to teach different nouns. The software amplifies the sounds of different words. The software package makes it easier for every learner to achieve his or her educational goals.

The student will be able to pronounce various words correctly. Teachers should equip their learners with the best hearing devices. The approach will “ensure the targeted student hears every sound much better” (Gorman, 2004, p. 36).

The application will “ensure the targeted learner does not omit, distort, or substitute various words” (Godwin-Jones, 2009, p. 8).

The above software can also be used to predict new words. Teachers can use effective software packages to ensure the targeted learners acquire new vocabularies. Some accessibility features will support the learning objectives of many disabled students.

The use of non-electronic materials can also support the needs of learners with various speech impairments (Sileo & Prater, 2011). This technology is known as Augmentative or Alternative Communication (ACC). This assistive technology uses appropriate symbols and techniques to support the needs of different learners.

Teachers can “use both electronic and manual boards to improve the communication skills of students with impaired motor skills” (Godwin-Jones, 2009, p. 8). These technologies will support the needs of many learners. The disabled learners will eventually find it easier to express their ideas.

Teachers can use spelling boards because they present different phrases and words. Speech impaired learners can use such boards to communicate with their parents. These technologies will ensure every learning process is successful.

Conclusion

Assistive technologies make it easier for educators to teach different learners with disabilities. Parents should also use such assistive technologies to empower their children. It is notable that such assistive technologies can support the needs of many students (Sileo & Prater, 2011).

Different “accessibility features of computers will support every learner with speech impairment” (Godwin-Jones, 2009, p. 9).

Reference List

Godwin-Jones, R. (2009). Emerging Technologies Speech Tools and Technologies. Language Learning & Technology, 13(3), 4-11.

Gorman, J. (2004). Working With Challenging Parents of Students with Special Needs. New York, NY: Corwin.

Sileo, N., & Prater, M. (2011). Working with Families of Children with Special Needs. Upper Saddle River, NJ: Pearson Education.

In this article, Barbara Wilhite, Gregory Biren, and Leslie Spencer (2012) examine the impact of a fitness intervention on people with developmental and intellectual disabilities. This intervention is described as a recreational activity. The authors pay attention to the experiences of caregivers during their participation in this program.

The scholars rely on such a method as the semi-structured interview. Yet, one can also speak about the use of surveys containing multiple choice questions (Wilhite et al., 2012, p. 253). The results of this study indicate that the participants were able to derive such benefits as lower level of stress, improved muscle tone, or decreased weight (Wilhite et al., 2012, p. 257).

More importantly, the participants learned to interact with people who might not be closely familiar to them (Wilhite et al., 2012, p. 260). This is one of the issues that should be singled out. Apart from that, one should speak about caregivers such as the relatives of people with disabilities. These people have to struggle with increased levels of stress (Wilhite et al., 2012). In turn, the participation of this program can help them cope with this problem.

The authors acknowledge the limitations of their study. In particular, they mention that it did not have a comparison or control group (Wilhite et al., 2012, p. 263). Nevertheless, they believe that physical activity can be a good recreational opportunity for people with disabilities. These are the main issues that the scholars discuss in this research article.

This article can be useful for discussing the topic of this paper. First of all, the scholars show that one should consider the needs of people with disabilities and their caregivers since these individuals closely interact with one another. In many cases, caregivers require some respite in order to cope with their duties more effectively. This is one of the issues that should be considered.

Furthermore, it is vital to take into account the health risks to which people with disabilities can be exposed. As a rule, they represent a physically inactive group. One should pay attention to such characteristics of a person as cardiovascular endurance or muscular strength (Wilhite et al., 2012, p. 250).

This information is important for the development of physical exercises that can best suit the needs of these individuals. Additionally, recreational activities of people with disabilities should help them socialize with others. In many cases, they do not have opportunities to communicate with others, and this problem should be addressed.

Apart from that, people, who organize recreational programs, should emphasize the need for physical activities. To a great extent, medical workers need to raise the awareness of these people about the benefits of a healthy lifestyle. During recreational programs, one should focus on the dietary habits of people with disabilities since very often they cannot choose the food which is most beneficial for them. These are the main aspects that can be distinguished.

On the whole, one can argue that this article can throw light on the organization of recreational activities for people who have a disability. The authors show what characteristics should be considered by medical workers and caregivers. This article demonstrates that recreational activities have to serve multiple purposes such as socialization, respite, and adoption of healthy lifestyles. This is the main point that can be made.

Reference List

Wilhite, B., Biren, G., & Spencer, L. (2012). Fitness intervention for adults with developmental disabilities and their caregivers. Therapeutic Recreation Journal, 46(4), 245-267.

Examples of inappropriate (not people-first) language regarding people with disabilities

A. Abc news on the story of the world’s dwarf siblings.

B. This is an instance where the media refers to siblings with a short statute as dwarf siblings. The media uses an inappropriate word ‘dwarf’ to refer to these people.

C. Apart from referring to these siblings as ‘dwarfs’, these individuals have got through a lot of challenges; such as having a problem of lifting a bag of sugar in a supermarket and being treated as children by strangers and teachers despite being in their early 20s.

This shows the disadvantages of people of short statute and at the same time some kind of discrimination like when they are treated as children by strangers. This is just one of the instances where we see discrimination against persons with disabilities.

Persons with disabilities are portrayed as people with inability. The media and people who use this source of information fail to understand that a disability is not an inability.

They continuously use incorrect term to refer to those people and even show some kind of discrimination against them. The media refer to people with disability as to persons with special needs, which reveals the inappropriate use of terminologies to refer to them.

Whereas the rights of other groups which experience discrimination like the homosexuals are openly violated, the persons with disabilities are denied their rights to socialize, properly educate and create a movement.

People with disabilities receive more discriminatory remarks in the press simply because people who use the press are not well informed on the proper (appropriate) language that should be used to refer to persons with disabilities. People without disabilities recognize the ones with disabilities as abnormal hence they see them differently without realizing that disability is something that can happen to anyone at anytime.

People should be educated on how to use correct words to refer to persons with different disabilities.

The media is the most appropriate tool that should be used by individuals or organizations that deal with persons with disabilities to educate and inform other people in society on how to refer to them so as not to discriminate or hurt them. Such actions must be done as quickly as possible.

Situation Analysis

In Japan, there are more than seven million people with disabilities. Most of these people face discrimination when it comes to job recruitment due to the attitudes of most employers towards persons with disabilities. So as to address the situation, the government came up with the disabilities act. The key mandate of the act was to protect the employment rights of persons with disabilities.

In complying with this act, our organization is strategizing on ways of implementing successful inclusion. This will require effective internal communication aimed at creating awareness among the employees and other relevant stakeholders.

Internal communication

Internal Communication refers to communication that takes place within an organization. In most organizations, internal communication is mostly between the management and the employees or between the management and other stakeholders.

An effective campaign planning will require effective modes of internal communication so as to enhance dissemination and exchange of information in a more consistent and coordinated manner

Benefits of Internal Communication

First, internal communication enhances the experiences of the employees. Second, internal communications keep the employees informed and involved. Here, employees are kept informed on how to carry out their jobs, arising issues that may affect them and the priorities of the organization.

Employees are also informed on emerging policies and procedures. Third, internal communication improves the coordination of communication activities and sharing of best practice. Finally, internal communication enables an organization to deliver its priorities to citizens, partners and other stakeholders.

The Key Internal Communication Planning (ICP) Steps

The size of the organization will largely impact how we plan for internal communication. For instance, if the organization is small, a branch manager can solely draft an internal communication strategy especially if the elements of internal communication are his minors.

Alternatively, the manager can consult with the staff in making decisions. On the other hand, internal communication includes more players in larger organizations. Such players may include senior executives and human resource managers among others.

However, the general ICP process consists of eight steps. These steps include: identifying the culture wanted, identifying the communication tools that are available, determining the tools suited attainment of the vision, describing how each tool will be used, planning for remediation, planning for implementation, actual implementation, and monitoring and evaluation.

Identifying the Culture Wanted

The culture we seek to create should promote the realization of the organization’s vision. In the case of our organization, our vision is to attain full inclusion of persons with disabilities in the organization. Thus we need to come up with values, principles and procedures that will bring this vision to life.

Identifying Communication Tools that are Available

Since internal communication is a broad area, we need to identify the most effective means of creating the corporate culture that we desire.

Some of the communication tools that are commonly used include: training, websites and internets, internal memos, newsletter, slogans, brochures, manager to staff communication, team addresses, policies and procedures, management behavior that sends messages and staff to management forums.

Determining the tools suited for attainment of the vision

Here, the tools that are most suitable for attainment of the vision are selected. In our case, training, brochures, websites and internets, internal memos, newsletters, slogans, manager to staff communication, team addresses, policies and procedures are all suited for the attainment of our vision.

Developing a description of how each tool will be used

It is important for people in charge of the communication tools to be well informed on how their tools fit into the entire context. For instance, managers need to understand how to write internal memos that match to the goals of internal communication. A corporate newsletter editor also needs to be well informed so as to convey information that promotes the desired culture.

Planning for remediation

This means that people in the organization needs to be informed on how to communicate. For instance, a corporate newsletter editor may need to learn what inclusion of persons with disabilities entails for him to be able to communicate effectively to the entire staff on this issue. This can be done by prior training.

Plan for Implementation

Planning for implementation requires that we know what we need to communicate and means of communicating it. Here, we can assign responsibilities to different members and dates for implementation process.

Actual Implementation

This will entail carrying out the actual plan so as to realize the desired culture or vision.

Monitoring and Evaluation

It is important that the effectiveness of the communication tools be assessed from time to time. This is because over time, some communication tools may become ineffective, thus requiring replacement. Annual surveys can be used to monitor progress.

Case Analysis of Companies that have Achieved Inclusion

These two companies have already attained successful inclusion in their companies. Thus, understanding their campaign strategies can be of much importance to our organization.

Toshiba Company

Toshiba Company began implementing inclusion in the year 2007. (Toshiba, 2011).The main campaign strategies that Toshiba used to attain inclusion were: education and training, newsletters and brochures. Toshiba (2011) highlights some of the activities that enhanced employees’ awareness of the importance of inclusion as:

Education and Training for the Employees

The company recruited experts who trained the employees on possible ways of supporting persons with disabilities at work place. The employees were also informed about the rights and limitations of persons with disabilities.

Development of “Kirameki” Newsletter

This newsletter was developed so as to raise awareness on the importance of diversity and inclusion. The newsletter which was also available in English translation used to be distributed to all employees.

According to Toshiba (2011), over a hundred thousand copies of the newsletters used to be distributed to individual employees and group companies. The newsletter’s main purpose was to raise awareness on the importance of inclusion and respect for diversity (Toshiba, 2011).

Brochure on Systems to Support Persons with Disabilities

The company designed brochures concerning the need of supporting persons with disabilities at work place and distributed them to all employees. The brochures highlighted the limitations faced by persons with disabilities and demonstrated possible ways of supporting them at work place. This equipped the employees with the knowledge required in supporting inclusion of persons with disabilities at work place.

Adoption of Slogans

Slogans such as “made for life” were used to campaign for inclusion of persons with disabilities in Japan.

Ernst & Young Company

This company was able to successfully implement inclusion by building understanding among people and providing guidance on work habits among its employees (Ernst & Young, 2011).

To start with, the company created a group known as Ernst & Young Accessibilities People Resource Network that provided guidance and raised awareness of work place issues that affected persons with disabilities (Ernst & Young, 2011).This group also held many internal conferences aimed at discussing ways that the firm could support persons with disabilities.

Secondly, the company created a group that was known as Abilities Network Championship. This group ensured that disabilities-awareness messages and educational materials were included in local meetings (Ernst & Young, 2011).

Finally, the company created an assistance program known as Network for Parents of Children with Special Health Care Needs. This program was aimed at ensuring that employees who have children with special needs were given fed with relevant information.

Conclusions and Decisions

Since inclusion of persons with disabilities is likely to cause anxiety, campaign planning is immensely important. So as to come up with an effective internal campaign strategy on inclusion, ICP is required.

Considering that inclusion may take a long duration before it is fully experienced, it is important to take a long term approach to guide ICP. For instance, we can take strategic ICP which is a long term approach as opposed to event based tactical communication planning which is usually short term.

Before commencing ICP, it is important that we bear in mind the kind of work place that is intended and the values, principles and procedures that need to be in place so as to attain the intended goals of the organization. Just like in any other strategic planning, we first need to come up with a vision for the organization followed by a well planned communication approach aimed at bringing the vision to reality.

Next, it is important that we take a very broad approach to internal communication. This can be achieved by ensuring that we do not only formulate statement of principles and display them on notice boards but also consider the behavior of managers and other internal decisions.

The behavior of managers and decisions made represent the real communication tools and if they are ignored, a conflicting situation will arise between the formal communications and the management actions and decisions. Thus, it is important that we come up with a consistent and a comprehensive approach to internal communication.

In addition, since Ernst & Young and Toshiba companies have achieved successful inclusion, we can adapt some of the communication tools and strategies that they used in their campaign. These include: use of education and training, newsletters, brochures, slogans and networks. The networks should be aimed at promoting inclusion by building understanding.

To start with, education and training can be carried out by recruiting experts to train the employees on possible ways of supporting persons with disabilities and the rights and limitations of persons with disabilities. Secondly, newsletters can be developed so as to raise awareness on the importance of diversity and inclusion. The newsletters should also be available in English translation so as to cater for diversity.

Individuals and group companies should be given copies of these newsletters. The newsletter’s main purpose should be to raise awareness on the importance of inclusion and respect for diversity (Toshiba, 2011).

Consequently, the company can design brochures that explain the need for supporting persons with disabilities. The brochures can then be distributed to the employees. Finally, relevant slogans that relate to inclusion can be formulated so as to raise awareness.

References

Bottom of Form Ernst & Young (2011). Bringing people together.

Toshiba (2011). Corporate social responsibility: respect for diversity. Web.