Florida Community Innovation

Authors: 

Aniqa Ahmed, Caroline Nickerson, Yajie He, Corey Flores, Olivia Zhang, Maddie Kuennen, Antonio Migotto

Editors:

Carissa Masselli, Brooke Rowe, Zach Stanford, Madison Little

I. Introduction & Background

Florida Community Innovation (FCI) connects Florida’s citizens with trusted information and resources to navigate challenging times. We do this by empowering young innovators to build scalable social services technology, do research, and engage in community service, for their communities, with over 50 college university students and volunteers of all ages supported by FCI. 

Ability-Based Learning and Employment (ABLE) was an exploratory research project at FCI, inspired by our students’ passion for inclusivity.

To better understand the challenges individuals with disabilities face in the job search process, we reviewed academic literature, journalistic articles, and other relevant sources.

We hope this blog post—summarizing key insights from the ABLE project—provides valuable perspective and sparks further conversation on this important issue!

We enjoyed exploring this topic, especially connecting with staff from the Florida Department of Education Division of Vocational Rehabilitation (VR) for mentorship. They help individuals with physical, mental, or emotional disabilities gain greater independence and economic self-sufficiency. Through the directory available on their website, they connect people to a network of specialized providers offering career counseling, job placement, on-the-job training, and other essential support services.

We also were grateful to speak with Lili Portmann. She works at the Center for Independent Living of South Florida (CILSF). CILSF empowers individuals with disabilities through peer support, skills training, information and referral, and advocacy – all aimed at fostering independent living in the community. The organization also provides transitional support for youth moving from education into employment, as well as for community members transitioning from institutional settings into independent community living.

Be sure to check out these two organizations, and read on to learn more about how individuals with disabilities contribute to the workforce—and how technology plays a role in the conversation.

At the close of this post, we provide a opportunity for virtual discussion. Make your voice heard via the comments: what services do you know of? What gaps are there? How can technological solutions interface with these issues? 

II. Understanding the Current Landscape

The employment rate for those with disabilities was 22.5% in 2023, according to the Bureau of Labor Statistics (BLS), which was an increase from 21.3% in 2022. 

The employment rate of people with disabilities fluctuates over time but consistently remains lower than that of individuals without disabilities, despite policy changes and employment programs aimed at closing this gap (BLS, 2023).

The employment-population ratio (22.5%) for individuals with disabilities is significantly lower than that of individuals without impairments (65.8% for the same age range), suggesting that accessible work opportunities differ for people with disabilities (U.S. Department of Labor, 2023).

Those with disabilities also have a higher unemployment rate (7.2%) compared to those without disabilities (3.5%) (U.S. Department of Labor, 2023). This discrepancy can be an indicator of the challenges individuals with disabilities face in finding and retaining jobs, even in the early stages of their careers.

A college degree is often crucial for accessing sustainable employment, especially for the 19.4% of first-year college students who identify as having a disability (Newman et al., 2011). A college degree results in higher average lifetime earnings, which allows them to have more financial freedom to manage their care.

However, despite progress in higher education, stigma and other challenges often lead some students with disabilities to avoid disclosing their conditions, which can result in potential underreporting (Newman et al., 2011). Higher education institutes place the burden on those with disabilities to seek out accommodations and services. 

According to the National Longitudinal Transition Study-2 (NLTS-2, 2009), only 38.4% of students with disabilities complete a degree program, compared to 51.2% for their peers without disabilities. This educational gap contributes to reduced employment rates for adults with disabilities (NLTS-2, 2009). The difficulties begin in high school, where institutional barriers frequently hinder disabled students from being adequately prepared for higher education  (NLTS-2, 2009).

Factors such as psychological empowerment, autonomy, information technology training, and alternative communication methods all play a role in a disabled student’s educational journey. Many higher education institutions do not provide the necessary accessibility, highlighting the need for a comprehensive approach that emphasizes self-advocacy and self-determination throughout the educational process (Campanile, 2022).

The key takeaway: There are significant employment gaps for people with disabilities, mainly because of education challenges that begin in high school and carry on into college. These obstacles often lead to lower graduation rates for students with disabilities, which then affects their job opportunities.

A. Research on Existing Transition Programs, Job Boards, and Technologies

People with disabilities often face limited access to resources and support networks during career transitions, making it challenging for them to secure employment and successfully integrate into the workforce (Teborg, 2024). Some examples of support for disabled employees include flexibility with sick days, and elevators and ramps in the workplace. 

However there are great job boards online such as AbilityJobs, AbilityLinks, and Inclusively, that aim to break down such barriers to employment. For example, Inclusively supports job seekers who require workplace accommodations under the Americans with Disabilities Act (ADA). Their job seekers include veterans, individuals with disabilities, neurodivergent individuals, and caregivers.

One major issue in most job search engines is their lack of accessibility features, which present difficulties for those with various disabilities (Reuschel, 2023). These platforms are challenging for users with visual or hearing impairments to use and navigate since they frequently do not offer screen readers or alternate formats (Reuschel, 2023). 

The lack of specialized training programs tailored to address the unique needs and capacities of people with disabilities is another weakness (Hawkins, 2024). Job seekers’ difficulties in locating satisfying employment are worsened by the absence of comprehensive vocational training programs.

There are insufficient mentorship programs like the National Disability Mentoring Coalition (NDMC) and other support networks created mainly to address the difficulties and obstacles that people with disabilities encounter in the workforce. This is supported by the fact that up to 20 percent of students with disabilities are not able to benefit from a mentor-student relationship (Gray, 2013).

A possible solution is that employment boards could connect to these systems directly. That way, it would be possible to create an atmosphere that is more welcoming and helpful to people with disabilities when they enter the workforce.

The key takeaway: There is a lack of comprehensive vocational training programs for people with disabilities that can tailor to their unique needs. As well as, insufficient mentorship programs that are created to address the difficulties and obstacles for them. Those with disabilities follow a lower trend in statistics from the U.S. Department of Labor in labor force participation rate and employment-population ratio when compared to those without disabilities.

B. Analysis of Success Stories and Challenges Faced by Adults with Disabilities

Many people with disabilities have achieved successful careers! We celebrate and learn from their success stories, and hope they yield insights that could help others. 

The ACL Administration for Community Living spotlighted the stories of Jason and Derek (ACL Administration for Community Living, n.d.):

• Jason’s journey at the Butterfly House is a powerful example of successful workforce integration.
  • Jason, who has a developmental disability, was initially uncertain about his ability to find and maintain employment. 
  • Through the Butterfly House’s supportive environment and a tailored vocational program, he was able to gradually build the skills and confidence needed to thrive in his role. 
  • Over time, Jason not only became a valued team member but also developed a sense of pride and independence that extended beyond the workplace. 
  • His story showcases how skill development and a supportive work environment can lead to significant personal and professional growth.
• Similarly, Derek’s experience as a business consultant highlights the impact of programs that focus on vocational evaluations and individualized support.
  • Derek, who has a physical disability, faced considerable barriers when entering the consulting field. 
  • However, with the help of a specialized vocational program that provided targeted training and mentorship, Derek was able to leverage his unique skills and insights to succeed in a competitive industry. 
  • His role as a consultant not only allowed him to excel professionally but also demonstrated to employers the value that individuals with disabilities can bring to the workplace when given the right support.

Project SEARCH and “Hire Me SC” are two exemplary initiatives that focus on creating more inclusive workplaces for people with disabilities by providing both employers and employees with the necessary tools and support.

• Project SEARCH is a transition-to-work program that provides young adults with disabilities with internship experiences within a business setting.
  • The program aims to teach competitive, transferable, and marketable job skills through real-life work experience. 
  • By placing participants in various roles within a host business, Project SEARCH helps individuals build essential skills and confidence while also preparing employers to better accommodate and integrate employees with disabilities.
• “Hire Me SC” is a South Carolina-based campaign that promotes the employment of people with disabilities by challenging employers to rethink their hiring practices and encouraging them to create more inclusive workplaces.
  • The initiative works to educate employers about the benefits of hiring individuals with disabilities and provides resources and support to both employers and job seekers to facilitate successful employment outcomes.
• Both Project SEARCH and “Hire Me SC” emphasize the importance of valuing and nurturing the unique talents of individuals with disabilities, ensuring they have the resources needed to succeed in the workplace. These programs demonstrate the transformative power of training and transition initiatives, empowering people with disabilities to secure meaningful employment and actively participate in their communities.

Studies by Graf et al. (n.d.) underscore the profound impact that postsecondary education has on the lives of people with disabilities. 

• For example, one participant in the study, a graduate with a learning disability, leveraged the skills and knowledge gained during their college years to secure a fulfilling job in the technology sector. 
• Another individual with a physical disability, who completed a degree in social work, used their education to become a strong advocate for others with disabilities, finding a rewarding career in community outreach. 
• These success stories illustrate how achieving educational milestones not only leads to personal fulfillment and a sense of achievement but also enhances productivity and career prospects.
  • The individuals highlighted in the study are real-life examples of how postsecondary education can serve as a crucial foundation for both individual success and broader societal progress toward greater inclusivity and equality.

A common theme for disability success stories are solid support networks; they draw attention to the continuous work required to establish a setting where people with disabilities can succeed in their academic and occupational endeavors (Graf et al., n.d.).

The key takeaway: With the right support, individuals with disabilities can thrive in their careers. Success stories like Jason’s and Derek’s, along with programs like Project SEARCH and “Hire Me SC,” show how targeted training and education empower people with disabilities to achieve personal and professional growth, promoting greater workplace inclusivity and equality.

C. Identifying Gaps in Current Workforce Transition Tools and Support Systems

There is an apparent lack of comprehensive accessibility features in digital workforce transition tools, which makes it difficult for people with disabilities to participate fully in online training and access essential resources. In their study, Kent (2015) highlighted that many e-learning platforms do not follow accessibility guidelines, which poses severe obstacles for people with disabilities who want to enter the profession.

Several initiatives strive to ease the transition of people with disabilities from school to the workforce. These programs, which aim to improve participants’ abilities and confidence, frequently include job counseling, mentorship, and practical training.

Nevertheless, despite their beneficial effects, these programs’ efficacy is hampered by a few significant gaps.

A significant gap results from a disjointed approach, in which several programs run separately and lack a unified, integrated plan to meet the various needs of people with disabilities. This disarray arises from disparate organizations overseeing discrete facets of the shift procedure, resulting in inadequate coordination and correspondence.

Furthermore, some programs might not adequately address issues related to the accessibility of both digital and physical resources. The fundamental cause of this restriction, which limits the participation of people with specific disabilities, is frequently a lack of knowledge or funding for the creation of universally accessible environments (Lindsay & Munson, n.d.).

The key takeaway: Workforce tools and e-learning platforms often lack accessibility which limits participation for people with disabilities. Although there are transition programs in effect for people with disabilities that offer counseling, mentorship, and training, their impact is reduced by disjointed efforts that lack coordination and funding. A unified strategy along with accessible resources is necessary to improve workforce integration for people with disabilities.

III. Assessing Technological Literacy

Technology can be interpreted as a double-edged sword for people with disabilities. While it offers opportunities for people with disabilities to engage in the workforce, it also introduces challenges that must be addressed to ensure true digital inclusion.

In the current workforce, digital literacy is expected and necessary for generally any field at any level. As technology continues to advance at an exponential rate, so must the human oversight and fluency of it (Digital Inclusion for People with Disabilities: Bridging the Accessibility Gap, 2023).

Digital literacy entails not only the general competence and know-how of modern technology, but also basic troubleshooting, problem solving, virus detection, cross-platform integration, and safety practices. For those with disabilities, digital literacy is both an opportunity and a challenge.

Although people with disabilities may face obstacles in using technology, progress is being made. Most computers today are already designed and equipped with adaptive keyboards, text to speech software, voice assistants, open character recognition software, screen readers, virus-detection software, and the ability to implement alternate input devices. These features enable most people with disabilities to perform common desk jobs in business or related fields just as well as people without disabilities.

Some businesses or managers may be hesitant to hire someone with a disability due to their doubts of performance or with the possible associated cost of their assistive needs, but with today’s advanced technology that comes naturally with many software and hardware systems, this should not pose as an issue (Stewart, 2023).

The recent advent of artificial intelligence has allowed people with disabilities to make exceptional strides in digital literacy that directly ties to the workforce. Lauren Henneborn, a managing director at Accenture Research who lives with multiple sclerosis, reports “I have experienced effects that include cognitive difficulties such as trouble with memory and concentration. In such moments, AI-powered tools such as ChatGPT are invaluable to communicate effectively and access information efficiently” (Henneborn, 2023).

An individual raised in a technology-driven world, even with a disability, may possess a higher level of digital literacy than an older person with years of workforce experience but limited exposure to and education in technology (Rafi, 2021).

The key takeaway: Recently, the need for technological literacy in the workforce has become increasingly important. Various artificial intelligence tools, such as ChatGPT, have emerged, helping individuals with disabilities navigate workplace tasks more easily. Additionally, technologies like adaptive keyboards, voice assistants, and screen readers are often available at little to no cost to employers, thanks to their integration into modern technologies. 

IV. Evaluating Support Systems

People with disabilities often experience multiple, overlapping barriers that affect their daily lives. These barriers span across several domains: attitudinal, communication, physical, policy, programmatic, social, transportation, and technological. The Centers for Disease Control and Prevention (CDC) identifies and defines many of these categories.

Attitudinal barriers involve stereotypes, stigma, and discrimination that people with disabilities regularly face. These negative perceptions can lead to social exclusion, limited opportunities, and unequal treatment in many areas of life.

Communication barriers occur when information is not accessible to people with disabilities. This can include messages that are not provided in formats suitable for those who are deaf, hard of hearing, blind, or who have difficulties with reading or comprehension. When essential information is not delivered in an understandable way, it prevents people from making informed decisions.

Physical barriers refer to the design of the built environment. Features such as stairs, narrow doorways, or curbs without ramps can restrict mobility and limit access to public and private spaces, including workplaces, schools, and healthcare facilities.

Policy barriers stem from inadequate enforcement or implementation of laws designed to protect the rights of people with disabilities. For instance, when organizations fail to uphold the ADA, individuals may be denied the accommodations they need to fully participate in programs and services.

Programmatic barriers impact how individuals access public health and healthcare services. These can include inconvenient service hours, inaccessible medical equipment, untrained staff, or communication gaps that make it difficult for people with disabilities to receive appropriate care.

Social barriers reflect broader systemic inequities. People with disabilities are more likely to experience unemployment, lower educational attainment, and reduced income. These disadvantages can compound over time, limiting access to resources and opportunities.

Transportation barriers also pose significant challenges. Without reliable and accessible transportation options, individuals may struggle to reach schools, workplaces, healthcare providers, or other essential services, reducing their independence and quality of life.

While technology has the potential to increase accessibility, it can also create new barriers when it is not designed inclusively. Digital platforms, tools, and devices that ignore the needs of people with disabilities may exclude them from important aspects of modern life.

A 2005 survey of nearly 2,000 adult consumers of California Independent Living Centers revealed disparities in access to assistive technology, influenced by factors such as income, education, and type of disability (Kaye, 2008). These findings emphasize the need for both inclusive technology design and equitable distribution to ensure that all individuals with disabilities can benefit from technological advancements (Foley, 2012).

The key takeaway: People with disabilities face multiple barriers, attitudinal, physical, policy, and more that limit access to opportunities. Technology can also create barriers, especially if it is not designed to be accessible. Tailored interventions like peer support and machine learning can improve employment outcomes.

V. Legal and Ethical Considerations

The ADA outlines many of the important rights persons with disabilities are entitled to within the United States. According to the U.S. Department of Justice (2020), disability is defined by the ADA as a physical or mental impairment which greatly limits one or more major life activities. This act prohibits employers, state and local government, public accommodations, and more from discriminating against individuals on the basis of disability (U.S. Department of Justice, 2020). 

The ADA protects those with disabilities and those who have an association/relationship with a disabled individual. The ADA also protects those with a record of such an impairment or a person who is perceived as having an impairment. In regard to employment, employers are prohibited from discriminating against persons with disabilities from the beginning to the end of the job process. 

This means no discrimination in recruitment, hiring, promotions, training, compensation, social activities, and any other benefits of employment. Employers are not allowed to ask certain questions in relation to an applicant’s disability during the hiring process and are required to make equitable accommodations for otherwise qualified individuals, unless such an action would result in undue hardship (U.S. Department of Justice, 2020). 

Although there are laws in place to prevent discrimination against job applicants with disabilities, such discrimination continues to exist. According to Erickson et al. (2013), employers attribute the gap in hiring individuals with disabilities to skill deficiencies rather than shortcomings on their end. 

Such attitudes can be rooted in ableism, where able-bodied employers favor able-bodied applicants, assuming they would inherently perform better at the prospective job than those who are not. 

This source also demonstrates the concerns employers have about accommodating disabled candidates, either because of lack of knowledge about accommodation or fears of high costs. These biases among existing employees and employers themselves can reduce the chances that a disabled applicant is actually hired.

Assistive technology has many ethical pillars, including beneficence, nonmaleficence, justice, autonomy, and fidelity (Martin et al., 2010). At its core, assistive technology is meant to help persons with disabilities have more autonomy in their daily lives. 

As such, to ensure the safety and wellbeing of users, these assistive technologies must have predictable and reliable behavior, so it can be representative of the actions the user wishes to take. 

Those delivering such technologies thus  have a responsibility to evaluate the reliability and accuracy of the systems being provided by doing tests with the user and ensuring the technology is working as both the user and the provider would expect. However, despite this being standard practice, it only works to minimize the potential for disconnects between the users desired actions and the functions of the assistive technology, rather than eliminate it completely. 

There is still potential for assistive technology to break or have errors which can cause ethical concerns, especially when it comes to augmented and alternative communication (AAC) in clinical settings. Since medical professionals may not be able to authenticate information provided through AAC via other means, they must consider the reliability of the AAC and occasionally the value of autonomy is overshadowed by malfeasance, beneficence, or both.

The key takeaway: The ADA legally prevents employers from discriminating against those with disabilities. However, discrimination continues due to employer bias and their concerns for the price of accommodations. Assistive technologies needed by those with disabilities are not guaranteed to work as intended 100 percent of the time. This raises ethical concerns of its beneficence towards its disabled user group, considering they could be held responsible for mistakes made by technology.

VI. Recommendations & Conclusion

We cannot strive for innovation without inclusivity. Currently, people with disabilities face systemic discrimination and barriers that hinder their success in the workplace. Students with disabilities demonstrate a gap in lower degree completion than their peers without disabilities (NTLS-2, 2009). A similar disparity appears concerning employment and labor force participation rates between people who do and people who do not have disabilities (BLS, 2023). Early gaps in accessibility widen into chasms wherein people with disabilities struggle to succeed in the workplace.

FCI’s ABLE research project aims to bridge the employment and accessibility gaps people with disabilities face. Today, companies are making progress in including workers with disabilities. As mentioned earlier, people with disabilities, such as Jason and Derek, can thrive when support systems meet their needs. Yet Jason and Derek need not be unique success stories. 

Ours is a digital age. As such, we have more tools than ever to help people with disabilities make the most of their careers. On a basic level, digital literacy proves key to gaining employment and exercising autonomy in the workplace. Moreover, adaptive technologies such as speech software, screen readers, and alternative input devices enable people with disabilities to perform to the best of their abilities. 

Still, the ABLE research proves it is a complex task to address individuals with disabilities’ needs. Though the ADA’s legal protections are key to an equitable job market and workplace culture, employment rates indicate discrimination against people with disabilities. As we look ahead, advances in assistive technologies through AI and AAC must be reliable, accurate resources for people with disabilities to perform in a given job. 

At FCI, we support advances in assistive technology to meet people with disabilities’ needs directly. While we focus on civic technology, we recommend investment in accessibility options for screens, speech-to-text and text-to-speech options, and alternate input devices. There is a bright future for people with disabilities to find jobs, but FCI cannot act alone. 

Inclusivity is not a check box for HR or recruiters—it is a call to innovate. Through cross-industry partnerships, we can develop technology to dismantle systemic barriers. Together, we can build a future where people with disabilities find their place within accessible workplaces. 

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