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The facilities available to disabled people living in Scotland were studied by visiting and interviewing a group of 50 paraplegics living in Glasgow and the surrounding counties. The degree of unemployment in the group (74%) was far greater than has been reported in other surveys, and no quadriplegic was in remunerative employment. Though the general unemployment level in the area is high services to help the disabled gain employment were only partially utilized.Liaison between social workers was not always successful. Some paraplegics were visited at home by both a medical social worker and a local authority social worker, while others were not supported by either. There was no apparent attempt by local authorities to identify the disabled, as is required in England under Section 1 of the Chronically Sick and Disabled Persons Act, 1970. Several paraplegics lacked facilities which are covered by Section 2 of the Act. The exclusion of Scotland from Sections 1 and 2 of the Chronically Sick and Disabled Persons Act may widen the differences between the two countries as the Scottish legislation is less specific.

Este articulo cientifico se desarrolla en el marco de la Investigacion “Reconstruccion teorica e historica de los fundamentos de la Prueba de Aptitud Academica (PAA) de la Universidad de Costa Rica (UCR)”, desarrollada por el Instituto de Investigaciones Psicologicas (IIP). Se enfoca en aspectos teoricos, metodologicos, tecnicos y practicos que han sustentado su diseno, aplicacion, utilizacion y evaluacion, desde sus inicios a la actualidad. Se refiere, especificamente, el accionar de la UCR en torno a la adecuacion de la PAA, en atencion a Solicitantes con Necesidades Especiales. Se realizo un analisis bibliografico y documental, recurriendo luego a entrevistas abiertas a personas constructoras, disenadoras y expertas, esto sobre principios teorico metodologicos basicamente interpretativos y hermeneuticos. La trayectoria seguida se basa en diferentes normativas que se han dado a nivel mundial, regional, nacional e institucional; asimismo, en atencion a las demandas de condiciones de accesibilidad y equiparacion de oportunidades que se fundamentan en el principio de equidad; este junto al de excelencia academica, rigen la Prueba desde sus inicios. Se definen cuatro momentos clave en el proceso que incorpora la atencion de Necesidades Especiales y la implementacion de adecuaciones de acceso en la PAA: Inicios de la integracion de la Poblacion con Discapacidad, 1970-80; Primeros esfuerzos por brindar atencion a ENEE, 1980-90; Reestructuracion en una Universidad accesible a ENEE, 1990-2000; y Accesibilidad en la PAA e Integracion del Sistema Unificado de Admision a la Educacion Superior Publica, del 2000 a la fecha. Al mismo tiempo, se asevera la inclusion progresiva de ENEE y sus alcances, con el aporte de datos significativos. This scientific paper is developed in the framework of the Research "Reconstruction of historical and theoretical foundations of the Scholastic Aptitude Test of the UCR," developed by the IIP, the CP-PAA. It focuses on theoretical, methodological, technical and practical that have underpinned their design, implementation, use and evaluation, from its beginnings to the present. It refers, specifically, the actions of the UCR about the adequacy of the PAA in response to applicants with special needs. We performed a literature review and documentary, using open interviews after their builders, designers and experts, this basically theoretical and methodological principles of interpretation and hermeneutics. The trajectory is based on different regulations that have global, regional, national and institutional levels also in response to the demands of accessibility conditions and equal opportunities which are based on the principle of equity, this together with that of academic excellence, governing the test since its inception. It identifies four key moments in the process of incorporating the care of special needs and implementing appropriate access in the PAA: Early Integration of Disabled People, 1970-80; first efforts to provide care for ENEE, 1980 - 90; Restructuring in an accessible ENEE University, 1990-2000; and Accessibility in the PAA and Integration Unified Admission to public higher education from 2000 to date. It also asserts the progressive inclusion of ENEE and its scope, with the support of meaningful data.

This paper will use findings of study in the UK as a Nuffield Travel Bursar to discuss the implications of some labour market developments for disabled people. In the course of the discussion old and new approaches to disability and their effect on relationships with the labour market will be explored. Three models of the relationship between disabled people and society are advanced, the charity, medical and social models. Implications of these models and changes in the labour market are discussed, and some future research options outlined.

This paper explores the assumptions underlying the merit principle in relation to disabled people in the New Zealand Public Service. It suggests a view of merit which is more compatible with affirmative action strategies and it discusses some of the implications for EEO disability.