Employment and individuals with disabilities in Québec: A multi-study investigation of barriers and needs
Bibliographic record
Abstract
Individuals with disabilities face inequities in various aspects of life, including employment. In the province of Québec, merely 40% of individuals with disabilities are employed, compared to 73% of the general population (Camirand, Dugas, Cardin, Dubé, Dumitru, & Fournier, 2010). The purpose of this multi-study dissertation was to utilize a Disabilities Studies Lens (Williams & Mavin, 2012) and Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994) to explore employment barriers, coping efficacy, and employment facilitators of people with disabilities living in Québec. In the first study, the Barriers to Employment and Coping Efficacy Scale (Corbière, Mercier, & Lesage, 2004) was used to measure employment barriers and coping efficacy of 108 individuals with and without disabilities. Independent t-tests revealed that while individuals with disabilities perceived a significantly higher number of employment barriers, their coping efficacy was equivalent to thatof participants without disabilities. The second study sought to identify employment facilitators for individuals with disabilities. Three open-ended questions were presented to 10 participants with visible disabilities and 11 participants with invisible disabilities. Responses were analyzed using inductive content analysis and revealed that while participants with visible disabilities were more likely to express the need for physical accessibility and job design needs, the invisible disability group emphasized the need for a supportive and empowering work environment as well as job design needs. The final study utilized transcendental phenomenology (Moustakas, 1994) to explore the lived experiences of four individuals with invisible disabilities in the context of employment. Emerging themes included experiencing a lack of understanding in theworkplace, wanting a supportive, inclusive work environment, the importance of having a job consistent with one's assets and needs, and disability acting as a catalyst for individual development. Together, the findings of these studies shed light on the important role that the environment plays in either facilitating or hindering employment opportunities for people with disabilities in Québec, as well as the differing experiences and needs of workers with visible and invisible disabilities. This research has implications for the development of specialized supported employment programs, as well as for the improvement of workplace accessibility.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".