"What Should I Say to My Employer… if Anything?"- My Disability Disclosure Dilemma

Autor/inn/en	Marshall, Jennifer Elizabeth; Fearon, Colm; Highwood, Marianne; Warden, Katy
Titel	"What Should I Say to My Employer… if Anything?"- My Disability Disclosure Dilemma
Quelle	In: International Journal of Educational Management, 34 (2020) 7, S.1105-1117 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-354X
DOI	10.1108/IJEM-01-2020-0028
Schlagwörter	Disabilities; Self Disclosure (Individuals); Employer Employee Relationship; Teacher Attitudes; Administrator Attitudes; Attitudes toward Disabilities; Employee Attitudes; Federal Legislation; Continuing Education; Postsecondary Education; Foreign Countries; Professional Personnel; Faculty; Labeling (of Persons); United Kingdom (England) + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lehrerverhalten; Arbeitnehmerinteresse; Bundesrecht; Weiterbildung; Post-secondary education; Tertiäre Bildung; Ausland; Personalbestand; Academic Staff; Lehrkörper; Labeling-Ansatz
Abstract	Purpose: The purpose of this paper is to explore the key issues surrounding teacher/staff disability disclosures in the UK's further education (FE) sector. Design/methodology/approach: In total, 15 semi-structured interviews were conducted in a medium-sized FE college (case study) setting in the South East of England. To compare the experiences, views and perceptions of leaders, managers and teachers, interviews were carried out with leaders and managers who are accountable for ensuring disability legislation is adhered to, and with teachers who are responsible for complying with equality and disability legislation. The 15 interviewees who volunteered to take part in this research represent the various layers of the organisational structure and different academic departments in the college. Findings: Two major themes discussed include: the desire for teaching staff to "come out" and make a disability disclosure and the perception of disability as a "deficit". A number of staff that disclosed their hidden disabilities stated they would not do so again. To avoid the negative side effects, developing a "culture of disability disclosure" and providing long-term employer support are required. Research limitations/implications: This is an exploratory qualitative case study that highlights some of the key issues from a teacher/staff perspective. It is not meant to be generalisable research, but the ideas therein should help to develop a wider (empirical) research agenda. Originality/value: There is an abundance of critical and sociological research concerning disability disclosure in general; there are also a number of scholarly studies that focus on disability issues from the student perspective. However, this is the first scholarly study that explores the key issues involving FE staff. (As Provided).
Anmerkungen	Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01