James Bellini

Invisible Disability Disclosure in an Employment Interview: Impact on Employers' Hiring Decisions and Views of Employability

This study investigated the impact of disclosure of invisible disabilities (physical and psychiatric) within the employment interview process. Both the type of disability and the extent of disclosure were manipulated in an analogue experimental design. Employers (N = 60) were exposed to a short interview vignette of a potential candidate and were then asked to make a hiring decision and rate the candidates employability. The results indicate a significant effect for disability type, with employers rating the candidate with a physical disability significantly higher than the candidate with a psychiatric disability. The findings indicate no significant effects for extent of disclosure; for the interaction of disability and extent of disclosure on employability; and for type of disability, extent of disclosure, and the interaction of disability and extent of disclosure on hiring decision. Implications of the study findings for persons with disabilities and rehabilitation counselors are discussed.

Predictors of Employment Outcomes for State-Federal Vocational Rehabilitation Consumers with HIV/AIDS.

In this study, the authors investigated the effects of demographic, medical, and vocational rehabilitation service variables on employment outcomes of persons living with HIV/AIDS. Binary logistic regression analyses were conducted to determine predictors of employment outcomes using two groups drawn from Rehabilitation Services Administration (RSA-911) data. Only service variables were found to be significantly related to employment outcomes in both groups. Job placement assistance and on-the-job supports were found to be significant predictors of a successful employment outcome at closure. Whereas higher case service expenditures increased the likelihood of achieving employment at closure, longer length of time in rehabilitation decreased the likelihood of employment at closure.

Predictors of Employment Outcomes for Vocational Rehabilitation Consumers With HIV/AIDS: 2002–2007

This study examined the predictability of two employment outcomes—employment status and weekly earnings at closure— from consumer demographic, medical, and service variables for multiple groups of vocational rehabilitation (VR) consumers with HIV/AIDS retrieved from the RSA-911 data for fiscal years 2002 through 2007. A logistic regression analysis was used to determine predictors of employment status at closure across years, and a multiple regression analysis was conducted to identify predictors of weekly wage at closure. Consistently significant predictors of employment status at closure across the 6 years of data included job placement assistance, service expenditures, and length of time in rehabilitation. Consumer demographic variables, including receipt of Supplemental Security Income/Social Security Disability Income at referral, Medicare/Medicaid at referral, and level of education along with receipt of training services (i.e., college, vocational, or on-the-job training), were found to be the most reliable, significant predictors of weekly earnings at closure across the 6 years. Implications of the findings for practice and research are provided.

Analyzing Transition Policy Implementation: A Conceptual Approach.

THE INDIVIDUALS WITH Disabilities Education Act of 1990 (IDEA; P.L. 101-476) broke new ground by requiring that states include transition services in educational programming for secondary students with disabilities. These new federal mandates follow earlier legislation which gave considerable flexibility to states with regard to how many, and what types of transition services would be provided to students, and reflect the influence of reports that, in spite of earlier policy efforts, young people with disabilities are frequently unemployed or underemployed and are isolated from community life (e.g., Edgar, 1988; Hasazi, Gordon, & Roe, 1985; Jay, 1990; Mithaug, Horiuchi, & Fanning, 1985; National Council on Disability, 1990; Neubart, Tilson, & Ianacone, 1989). Accordingly, Congress now requires that transition services be identified for each student &dquo;no later than age 16&dquo; (and as early as age 14 if appropriate) and in each subsequent year. These services are to be based on individual need and to &dquo;take into account&dquo; the student’s