Executive Summary As a part of U.S

While EEOC and other agencies are responsible for enforcing the Rehabilitation Act, all agencies must ensure equal employment opportunity for individuals with disabilities in their work force. The success or failure of most disability programs can be traced to the degree of accountability placed on agency heads and management officials. In this regard, partner agencies should work to hold all federal agencies accountable for their performance, and agency heads must hold managers accountable for their performance.

Persons with a Disability: Labor Force Characteristics …

This increase in charges reflects, in part, the prevalence of psychiatric disorders in our society
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Human rights in Japan - Wikipedia

Paragraphs (d) and (e), previously referred to in the discussion ofparagraph (b)(1)(iv), provide that the public entity must administer services,programs, and activities in the most integrated setting appropriate to the needsof qualified individuals with disabilities, i.e., in a setting thatenables individuals with disabilities to interact with nondisabled persons tothe fullest extent possible, and that persons with disabilities must be providedthe option of declining to accept a particular accommodation. Some commenters expressed concern that {35.130(e), which states thatnothing in the rule requires an individual with a disability to accept specialaccommodations and services provided under the ADA, could be interpreted toallow guardians of infants or older people with disabilities to refuse medicaltreatment for their wards.

Japan is a constitutional monarchy

In that case the publicentity must ensure that standards that it promulgates do not discriminateagainst the employment of qualified individuals with disabilities in animpermissible manner. Paragraph (b)(6) does not extend the requirements of the Act or this partdirectly to the programs or activities of licensees or certified entitiesthemselves.

News about disability and disabled people in Japan
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4.1.5 Students with Disabilities

As young people with disabilities prepare for and exit their public school programs, a significant number will also need access to community services that address their community living, social and recreational, health, and other related needs. Persons with intellectual and developmental disabilities, in particular, will need to rely on service program personnel to support their everyday living needs. Significant worker shortages and the associated factors of compensation, recruitment, training, and support and supervision have become increasingly prominent issues within the adult service-delivery system for individuals with intellectual and developmental disabilities (Larson, Lakin, & Hewitt, 2002). As the national movement from institutional to community settings has occurred, community service agency professionals and direct support personnel have been requested to do more, with greater individual responsibility, less direct supervision, less structure, and greater competency, but without preparatory or ongoing training. Direct support staff, in particular, have been the most difficult to recruit, retain, and provide with proper training to ensure that they have the ability to address the residential and employment needs of the individuals they serve in community settings.

Disability Awareness - Consumer Advisory Council

Stodden, R. A., & Dowrick, P. (2000b). Postsecondary education and employment of adults with disabilities. American Rehabilitation, 24(3).

United Kingdom labour law - Wikipedia

OSEP Expert Strategy Panel on Secondary Education, Transition and Employment. The Secondary Education, Transition and Employment panel was one of five panels convened by OSEP in 2000 to assist in the development of a long-range plan for the IDEA, Part D, Discretionary Grants Program. The panel identified five primary issues as critical to the improvement of secondary education and transition services for students with disabilities. These included: self-determination and self-advocacy, participation in a rigorous and relevant education curriculum, enhancement of service coordination and collaboration, improved accountability for results and postsecondary outcomes, and engagement of practitioners in rigorous professional development programs. The panel was also charged with the responsibility of identifying critical gaps needing to be bridged to achieve improved results for youth with disabilities.