The fi eld I m going into really requires a lot of international experience and

The fi eld i m going into really requires a lot of

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The fi eld I m going into really requires a lot of international experience, and it is hard for me to fi nd a job in those areas, especially doing fi eld work. It s hard to fi nd an accessible place where I can do fi eld work. These testimonies suggest that the usual methods of helping college graduates would not work well due to accessibility and mobility barriers. The above-men- tioned frustrations and testimonies are consistent with the literature on accessibility and fall within the boundaries of the legal interpretation of Section 504 of the fed- eral statute. Section 504 (of the Rehabilitation Act) is intended to offer quali fi ed people with disabilities equal access to programs and services as well as physical accessibility of facilities. Titles I, II, and III of the ADA mandate accessibility in higher education to programs and services as well as facilities (ADA 1990). The availability of equal access for college students with disabilities to conduct a job search or secure gainful employment is predicated on their ability to have full accessibility in all areas of public accommodations. Reasonable accommodations The interview data suggest that reasonable accommodations are necessary and critical to allow college students with disabilities to fully participate in employment and 846 M.M. Kim and B.C. Williams
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classroom activities. Most participants were accommodated and felt that people were generally receptive to providing them help. Each participant seemed to agree with the notion that, if given modi fi cations and reasonable accommodations, he or she will be able to fully participate in all activities of classroom-related assignments and employ- ment a view that is similar to the perspective of the social model of disability. Diallo provided an example of the denial of reasonable workplace accommoda- tions. Diallo, as a person who is blind, needed a note-taker and an assistive technol- ogy that could allow him to be self-suf fi cient in the workplace, but his request for a note-taker was denied. He appeared to be dismayed with the accommodation pro- cess at his work as a teacher. His disappointment was captured as follows: For the past two years, I have been asking for accommodations in the form of a note- taker. I have not gotten any because, you know, while they just assume that since they provide the schools with equipment, we, the teachers, could access that equipment Last year, two of my colleagues were able to get note-takers, but I didn t. Again, reasonable accommodations are vital to the success of college students with disabilities in their academics and employment. Diallo s case was unusual among the participants, yet it might indicate that workplace situations are to some extent unfriendly to people with disabilities. This accommodation case seems to be consistent with the view of the social model, particularly potential discrimination.
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