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This article summarizes the facts and rulings of a recent representative federal appeals court decision concerning the legal claims of two school nurses who lost their positions after advocating on behalf of students with diabetes. Their primary claim was the anti-retaliation protection under the pair of federal laws prohibiting disability discrimination—Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. The second of the two nurses additionally asserted protection under this pair of laws based on her own asserted disabilities. The discussion reveals the sometimes significant difference between legal requirements, as determined by appellate courts, and professional norms, as perceived by practitioners and professors in school nursing. [ABSTRACT FROM AUTHOR]

The article presents the discussion on occupational health nurses (OHNs) having access to a great deal of worker health information. Topics include professional requirements protecting worker health information from inappropriate disclosure; and prohibiting employers from retaliating or discriminating against workers for reporting an injury or illness.

Federal legislation, such as the Americans with Disabilities Act, Section 504, and the Individuals With Disabilities Education Act, mandates that individuals with disabilities be integrated in all aspects of life from education to employment to independent living. A recent development involves a settlement reached between the United States and the State of Rhode Island/City of Providence regarding sheltered workshops. States must ensure the availability of a continuum of alternative settings that span from restrictive (e.g., sheltered workshops) to fully integrated, community-based, competitive employment. The use of sheltered workshops as categorical, permanent, segregated practice is discriminatory. [ABSTRACT FROM AUTHOR]

The empirical literature on the impact of psychiatric disability on employment outcomes has consistently shown that individuals with psychiatric disabilities are more likely than those without to experience adverse labor market outcomes. One strategy invoked to address barriers to employment has been reasonable job accommodations, developed originally through the Americans With Disabilities Act legislation. However, little is known about the factors associated with the request for reasonable job accommodations among those with serious psychiatric disabilities. Data for this study come from a longitudinal multisite demonstration project funded by the U.S. Department of Health and Human Services’ Substance Abuse and Mental Health Services Administration. Accommodations were reported by individuals with serious mental health disabilities who became employed. Results from logistic regression analysis found that those who disclosed their disability to their employers, who were more severely disabled, and who had positive social relationships were more likely to request accommodations. This study advances our knowledge of the factors that influence the decision of individuals with serious mental health disabilities to seek accommodation in the work environment and offers a framework for guiding rehabilitation counselors in ways that might help to enhance employment outcomes for this population. [ABSTRACT FROM AUTHOR]

Educational professionals have the challenging responsibility of serving a highly diverse population of students. Laws such as the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind Act (NCLB, 2001), the Individuals with Disabilities Education Act (IDEA, 2004), the Vocational Rehabilitation Act of 1973, and the Americans with Disabilities Amendment Act (ADAA, 2008), underscore the obligation to account for the needs of both children and adults with disabilities. As leaders face competing needs and demands, they confront ethical dilemmas that require a sophisticated framework to help resolve such issues. Relying on narrative analysis, this article explores the authors' experience using an ethical framework to teach a course on disability law to graduate level education students. The reflective process that led to the integration of an ethical framework into the curriculum and instruction of a law-related course is discussed, as is the actual implementation of the model and its effect on students as evidenced through coursework, class discussions, course evaluations and personal communication. Further, the article documents the impact of utilizing an ethical framework in the evolution of the course over time providing practical information on course structure and delivery. The article concludes with implications for leadership preparation particularly with respect to education and understanding of students with disabilities. Recommendations are made for additional research and inquiry regarding the infusion of ethical frameworks into the overall curriculum and coursework within leadership preparation programs. [ABSTRACT FROM AUTHOR]

The authors reflects on the Americans with Disabilities Act (ADA) which was enacted on July 26, 1990 for providing equal access to facilities for disable persons. Topics discussed include commitment caveats and legal excuse in implementation of disability design which prevents equal access to facilities, problems faced by disable persons in using inaccessible university building, and inconsistency with ADA standards which evade full accessibility in buildings.