Adults with Cognitive Disabilities in the Technical SectorReportar como inadecuado

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Journal of Adult Education, v44 n2 p7-14 2015

Given the number of jobs created in the technical sector (Casserly, 2012), it is essential to identify how adults with cognitive disabilities can be best supported in professional environments and evolving sectors. Some career paths and jobs can be more understanding of learning disabilities than others (Nicholas, 2011). This is dependent not only on the type of organization, but also the individuals and policies at that organization site. In this study, the author addresses this fast paced and changing environment and how it affects those with disabilities, specifically Dyslexia, Attention Deficit Disorder or Attention deficit-hyperactivity disorder. The study focused on two questions: (1) Does working within the technological sector present unique challenges or benefits for individuals with cognitive disabilities? and (2) Is there a stigma behind communicating a cognitive disability in a technical sector? Five participants with disabilities working full-time for a software company were interviewed and asked the above questions. Three major themes emerged from the interviews: The usage of medication for their disability in a workplace setting, the experience of working in the technological sector as well as the support from management from the perspective of a cognitively disabled adult. In this article, the author discusses the findings from the study, provides a comparison with the findings of existing studies, and provides implications for practice.

Descriptors: Adults, Dyslexia, Attention Deficit Disorders, Attention Deficit Hyperactivity Disorder, Technical Occupations, Barriers, Social Bias, Computer Software, Industry, Interviews, Self Disclosure (Individuals), Drug Therapy, Experience, Work Environment, Administrator Role, Employees, Information Technology

Mountain Plains Adult Education Association. c/o Adult Learning Center, 815 Front Street, Helena, MT 59602. Tel: 406-324-2118; Web site:

Autor: Gronsky, Stacy A.


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