Enabling physical and mental ability difference at work

Abstract

A person’s value in terms of physical and mental abilities, talents and skills is not simply located in degrees of her/his body’s ability to function. Efforts to achieve social and workplace equality for people with a physical/body or psychological/mental disability have grown to a transnational social movement. The community of people with a disability may be among the largest, most diverse group of people. By examining disability through lenses of cultural, economic, and political contexts, Chapter 10 underscores the importance of understanding how and why experiences and issues associated with social identity shaped by these dimensions has captured the attention of policymakers and employers around the world.

A person’s identity is socially constructed and impacted by government policy, cultural values, and organizational decision making. The field of disability studies is dedicated to advancing greater understanding of experiences of people with a disability and empowering them to pursue happy and fulfilling lives. Institutionalized manifestations of stigma, ableism, discrimination, and bias diminish these pursuits, however. People everywhere and the organizations staffed and managed by them are urged to consider the positive outcomes of fully embracing people with a disability for their ability to perform responsibilities and to bring unique perspectives on organizational practices and exchanges with key stakeholders. Chapter 10 examines subthemes central to the study of social identity among people with a disability: paradigm shift and policy making about disability, legislation and policy, people working with a disability in organizations, language and naming debates, and disability and other social identity intersectionalities.

Citation

(2014), "Enabling physical and mental ability difference at work", Practical and Theoretical Implications of Successfully Doing Difference in Organizations (International Perspectives on Equality, Diversity and Inclusion, Vol. 1), Emerald Group Publishing Limited, Leeds, pp. 169-185. https://doi.org/10.1108/S2051-2333(2014)0000001009