Discrimination Against Disabled Employees Sample Essay

Introduction

Diversity in the workplace is an essential factor that increases creativity and innovation and allows the organization to hire different employees, thus making its workforce inclusive. Different elements create diversity in the workplace, including gender, nationality, age, disability and culture. However, some groups are subject to discrimination and assault, which makes it necessary to have law enforcement agencies protect them from biased treatment. One of the effective government agencies enforcing the rights of diverse groups in the employment sector is the Equal Employment Opportunity Commission (EEOC). This paper argues that achieving diversity and inclusivity requires a collective responsibility of all the stakeholders to promote equality and fairness.

Diversity and Inclusivity

In an instance of discrimination, a Subway sandwich shop operated by RCC Partners in Arizona violated the rights of an autistic employee by firing him unlawfully after promising to accommodate him. Before hiring him, the victim’s mother had informed the shop that her son’s condition required special accommodation, including precise and repeated instructions, close monitoring and detailed explanations (EEOC, 2022). However, the management of the shop did not heed the recommendations. Besides, they did not provide the victim with adequate training before firing him after being assigned duties in a few shifts. As a result of the lawsuit, the Subway shop was required to pay the employee $30000 and review its policy on equal employment (EEOC, 2022). Additionally, the shop was required to provide adequate training to all its employees on disability discrimination and write a report to the EEOC. The main compliance issue leading to this case is the discrimination of people with disabilities. RCC Partners fired the autistic employee because of his condition, thus violating the Americans with Disabilities Act which guarantees equal employment opportunities to people with disabilities.

EEOC has played a significant role in the quest for justice in this lawsuit by conducting investigations to establish the veracity of the allegations made by the employee regarding their unlawful dismissal. The commission concluded that the employer had violated the law by firing the employee based on the autistic condition that he had promised to accommodate. EEOC resolved the case by ordering the employer to compensate the victim and reviewing their equal employment policy. This is a fair ruling that grants justice to the victim and acts as a deterrent to other organizations that would attempt such violations. Without the commission, it would have been difficult for the victim to achieve justice.

RCC Partners does not have a mission statement that clarifies the need for diversity and inclusivity. However, there are various strategies that it can employ to ensure that its mission statement conforms to the values of diversity and inclusivity. Firstly, the company should design its mission statement based on the values of equality and fairness (Trewin et al., 2019). These principles should be integrated into the company’s traditions by treating all the employees equally without discriminating against them based on disability, religion, race or cultural beliefs. Secondly, the company should emphasize that it will create a conducive working environment that will accommodate diversity and inclusivity in its mission statement. Such an environment is created based on effective communication strategies that allow the employees to associate freely and express their diverse views and principles without judgement or criticism (Trewin et al., 2019). One of the communication strategies to facilitate clear communication involves embracing employee engagement where managers and ordinary workers are free to interact and share their diverse views on the issue affecting them.

To effectively manage diversity in the workforce, RCC Partners must use the following strategies to create an inclusive working environment for people with disabilities. Firstly, the organization should create a mentorship program that comprises professionals to effectively motivate disabled employees to gain confidence when discharging their duties. When disabled employees feel valued, they become competent and develop satisfaction while in the working environment (Trewin, 2018). Additionally, this mentorship program should empower disabled employees to speak openly on the issues affecting them and engage them in developing solutions to such challenges. Furthermore, the mentorship program should impact disabled employees with leadership skills to enable them to elevate to top leadership positions. Giving people with disabilities a top leadership position serves as an inspiration for the other employees.

Secondly, the organization should adopt a zero tolerance policy on discrimination by clearly outlining the rules and procedures defining the principles of relations between the management and the disabled employees. The policy should include the circumstances for firing disabled employees and the consequences of illegitimate firing of such workers (Trewin, 2018). The organization should enlighten disabled employees on these rules to inform them of their rights and the appropriate actions they should take if they suffer discrimination. Additionally, the organization should have an independent commission within the management to investigate violations of these rules and ensure that the senior managers do not use their positions to discriminate against the junior employees (Trewin, 2018). This policy will be essential in making disabled employees aware of their entitlement to fair treatment, thus knowing when they have been mistreated.

Implementing these strategies successfully in the organization requires the engagement of all the stakeholders to ensure that all the affected parties are familiar with the new policies and adjust their conduct accordingly. Additionally, engagement of all the stakeholders gives the parties concerns and issues regarding the policies to raise before they are implemented. One of the effective ways to engage the stakeholders is by creating awareness of the concerned issue. The stakeholders, including the employees and the management, should be adequately informed on the necessity of adopting the new strategies and their positive effect on the organization. Awareness will familiarize the concerned parties with the strategies and create a sense of acceptability within the organization to facilitate easier implementation of the strategies.

This lawsuit exposes the discrimination against people with disabilities in society that has denied the affected group employment opportunities and other positions in society. As a result of discrimination, the subject of diversity and inclusivity in society has been difficult to achieve (Lutchman et al., 2020). Although there are organizations that have successfully integrated disabled people into their workforce according to the law, many organizations are struggling to adopt policies that promote inclusivity and diversity. A popular belief associates disability with incompetence and incapacitation that denies disabled employees equal employment opportunities. In other scenarios, employees have been discriminated against based on their race, religion and cultural beliefs. However, society can eliminate discrimination and promote diversity by adopting the principles of equality and fairness (Lutchman et al., 2020). These values create tolerance and understanding of diverse views and conditions, thus creating an inclusive society.

Conclusion

In conclusion, managing diversity and inclusivity in the organization ensures that different groups get equal treatment without being discriminated against based on their background. People with disabilities have been one of the most affected groups that have suffered discrimination in the workforce. To effectively address the issue of inclusivity in the workforce regarding people with disabilities, organizations should adopt policies that promote the values of equality and fairness. Besides, there is a need for effective awareness of the issue of inclusivity to create a conducive environment that accommodates diverse views.

References

EEOC. (2022). RCC Partners to Pay $30,000 to Settle EEOC Disability Discrimination Lawsuit.

Lutchman, V., Mahlangu, I., & Lentsoane, N. (2020). Embracing diversity and inclusivity in the workplace. Civil Engineering= Siviele Ingenieurswese, 28(9), 4-5.

Trewin, S., Basson, S., Muller, M., Branham, S., Treviranus, J., Gruen, D.,… & Manser, E. (2019). Considerations for AI fairness for people with disabilities. AI Matters, 5(3), 40-63.

Law Enforcement Crisis Intervention From Biblical Viewpoint

The Active shooter crisis in the United States has continued being problematic, with significant concerns falling on the response time of enforcement officers to crisis. It is reported that the time lag of active shooter incidence occurring and the police response to the incidence is approximately 5 minutes (Sikes et al., 2018). Reducing this time lag is instrumental to reducing harm or even death to the affected, and most policies and crisis intervention strategies align with this concept. According to Kellom and Nubani (2018), Law enforcement officers can reduce active shooter situation response time through interventions like early preparation through understanding architectural features of buildings by law enforcement officers. Sikes and colleagues (2018) emphasize simulation training of officers to help them quickly coordinate efforts and communicate during active shooter events. All these recommendations involve the physical preparation of the officers with less consideration of the spiritual aspect.

This paper gives detailed differentiation of secular and biblical views concerning reducing active shooter response time by law enforcement officers. It also discusses how the biblical view impacts the response time of law enforcement officers. Biblical worldview involves a framework of beliefs and ideas used by Christians and uses God as the supreme being and his word (the Bible) as the law of life. On the other hand, the secular worldview uses man as the central measure and is responsible for developing truths, values, and beliefs. Secular worldview focuses on the natural world and the materialistic aspect of life in developing beliefs and guidelines to live by without including any supreme being.

A secular worldview indicates active shooters as individuals who may be psychologically ill, hence the shootings. People opt for this when their mental health is not regularly checked and restored. However, the Biblical worldview considers these people as being driven by the devil and most probably require intense prayers to drive out the demons or other spirits that may be affecting their judgment. Demonic possession is heavily stated in the Bible (Mark 5:1-10), and one great scenario was a man that Jesus healed from demonic possession in Gerasenes. The person is indicated to have been living in the tombs and constantly breaking shackles and chains that he would be bound with, cutting himself, and crying (New International Version, 2011). Secular worldview proposes a solution to reducing the response time as proper communication, efficient coordination, and training of law enforcement officers. However, the biblical worldview encompasses several concepts that include prayer, faith, and action as portrayed in different biblical verses like Mark 9:29, James 2: 26, and Deuteronomy 31:6 (New International Version, 2011). Prayer helps ensure that no harm occurs to the affected and the possessed is healed and restored. Faith is in God’s guidance to ensure that he provides protection and ensures that law enforcement officers get to the venue on time before any harm occurs. The action involves efforts like effective communication and time management, understanding of the architecture of the building, and downing in protective gear by the law enforcement officers. A secular worldview derives its confidence in solving problems from increased preparation and understanding of concepts like architectural frameworks. However, the Biblical worldview relies on God’s guidance and protection as a source of confidence, which helps law enforcement offices meet their deadlines. Philippians 4: is a guide for Christians to gain confidence in conducting their obligations with the trust of help and guidance from God.

Existing literature does not display a multidimensional approach to the problem. More focus is put on physical mitigation strategies without the spiritual aspect. On the other hand, Biblical literature emphasizes hope and prayer without focusing on actionable strategies to mitigate the problem. A multidimensional approach to reducing the response time allows law enforcement officers to see the significance of employing both strategies with a critical focus on reducing harm to the victims. This will encompass prayer, believing in God, and employing interventions like a comprehensive understanding of the buildings, self-protection, and effective communication.

References

Kellom, K., & Nubani, L. (2018). One step ahead of active shooters: Are our university buildings ready?. Buildings, 8(12), 1-15. Web.

New International Version. (2011). BibleGateway.com. Web.

Sikes, D. L., Barnes, G. A., & Casida, D. L. (2018). Active shooter on campus!. Nursing made Incredibly Easy, 16(1), 34-41. Web.

Early Childhood Educators’ Roles And Responsibilities

Introduction

Early childhood teachers are a group of educators issuing career guides to learners undergoing various developmental transitions of learning and socializing in the external surroundings away from homes. The professionals provide a safe learning environment and engagement spaces in manners that shape the future traits, attitudes, and intelligence of learners. According to Dogan-Altun (2018), early childhood education (ECE) has often been misunderstood and underrated based on its name; however, the article challenges readers to acknowledge the role of children educators before making falsehood perceptions about ECE. Children learn how to associate with one another during their early stages of development through different frameworks. However, the newsletter about the responsibility of early childhood teachers familiarizes readers with new insights on ECE and the associations of tutors and children in such learning spaces.

Emergent-Literacy Learning

Children are exposed to the concepts of emergent-literacy learning during early childhood education. ECE teachers are crucial in influencing speech and language development through social learning approaches for individuals with special communication needs (Ebbeck et al., 2019). Besides, ECT impacts emergent-literacy learning through establishing read-aloud routines, sharing a see-show-say policy, capturing children’s interests before dividing them into play groups, and supporting children in learning more than one language (Harju-Luukkainen and Kangas, 2021). In addition, research indicates that early childhood educators help children to develop complex speech and language skills for future usage in the construction of sentences and interaction with peers (Leggett, 2017). Language learning among children develops from birth; once an infant is born, they struggle to adapt to the new environments through languages best understood by their caregivers.

The ability of a child to cry when in need of breastmilk or pain is evident that children develop communication skills from birth. However, teachers play a significant role during ECE to ensure school-aged children gain speech and language skills that are important for reading and writing. Emergent-literacy learning applies to children’s daily lives upon interactions with print media and association with peers in everyday situations at elementary levels. Early childhood teachers (ECT) not only train children to write, read, or draw things happening in their daily problems but also educate learners on how to appreciate and recognize rhyming and scribbling words (McLachlan, 2021). Emergent-literacy learning skills are essential to children attending early childhood education since the knowledge facilitates the combination of what pupils know and what they learn about listening and speaking.

Children’s Language Learning

Moreover, early childhood teachers impact children’s language learning by implementing various strategies. A teacher employed in any ECE facility plays the primary role of establishing activities and conditions suitable for the development of language learning and practice (Popescu and Noiray, 2021). ECT would use word games, homonyms, tongue twisters, storytelling, and songs to support families and children using English as a second language to enrich the language, emergent literacy, and multiliteracy learning (Shepard-Carey, 2019). ECT uses tongue twisters in excellent and fun ways to teach children the correct pronunciations of hand word enunciations. ECE institutions employ trained teachers to facilitate children’s language learning because the group of professionals can predict the needs of children in communicative language activities based on multiple interactions. Introduction of vocabulary to learners during read-aloud classes can boost the enrichment of emergent literacy for non-native language speakers.

Children’s Language Learning

The demanded high degrees of success in language development in early childhood education work with hiring adequately trained teachers. According to Sheppard and Moran (2021), teachers incorporate puzzles in language development classes to paint pictures of situations in children’s everyday lives. The outcomes of such strategies help learners to read or cite such riddles. Language development incorporates practical and theoretical training, which requires professionals, and early childhood teachers to assist learners in developing humor in their narrations and writing through communication models.

Construction of the Environment

Furthermore, early childhood educators help school-aged learners construct the childhood environment. ECT would use humorous strategies in social settings to support children and families with English as a second language to enrich language and emergent learning. For example, the dynamic roles of early childhood teachers to incorporate riddles, tongue twisters, storytelling, rhymes, and songs in children’s language classes can boost multiliteracy learning. Teachers dealing with learners should be praised for the provision of safe environments for learning; without the experts, children’s mix-ups could persist in learning spaces making it difficult to isolate daycare and pre-primary classes (Sohn and Youngmi, 2018). Childhood environments communicate the intentions of learning; thus, early childhood educators are integral to the success of childhood education. Separating children into various classes enables ECE to concentrate on particular teaching models depending on age brackets (Whitters, 2020). Early childhood trainers shape the environments in which children learn, play, and interact with each other; the outcomes of such plans increase the security of learners. Childhood environments support the learning of infants, preschoolers, and toddlers; therefore, childhood educators are responsible for developing children’s challenging behaviors through the constructed environments. In Leggett’s (2017) opinion, the learning environments created by early childhood educators serve as the primary components of interventions for individuals with disabilities. Special needs children cannot be put in the same playgroups with other pupils because the group needs additional care.

Construction of the Environment

The role of the teacher in constructing environments in early childhood arises with the gaps in the needs and differences of childcare. The state needs to honor early childhood educators for the excellent job of helping parents identify children with disabilities through the social construction approaches in developing learning environments. A review conducted by the Division for Early Childhood Recommended Practice (DEC-RP) suggested that teachers engage in the design of the space, equipment, materials, and routine activities to support learning (Sohn and Youngmi, 2018). DEC-RPs research findings also stressed the importance of childhood environment construction; in the analysis, children learning across developmental domains are supported by excellent environmental practices. Without early childhood educators, institutions and pupils would lack the knowledge and ability to construct valuable environments. Well-deigned classrooms for early childhood development must be characterized by promoting children’s engagement and supportive and responsive caregiving. The communication, motor, cognitive, and social developmental domains must also facilitate appropriate interactions and encourage staff efficiency to be classified as a productive environment.

Construction of the Environment

Multiliteracies Learning

Multiliteracies learning is essential in early childhood education because the knowledge defines language use. Exposing children to technical training or usage at an early age prepares such individuals for better interactions with technology. Multiliteracies learning helps children acquire unique skills in the variability of languages in numerous cultures; thus, teachers incorporate the learning model in childhood education to facilitate the diversity of cultures (Shepard-Carey, 2019). Adaptability in early learning spaces starts from accepting and respecting people’s cultures across multiple diversities. The elimination of discriminative approaches to particular languages occurs without proper upbringing and training of individuals in early childhood development. However, the presence of early childhood educators simplifies multiliteracies learning through the improvement of several social and cultural domains. The differences in communications at later stages of development are reduced by the engagement of specific contexts created by early childhood educators. Significant changes in the communication frameworks of children start from implementing multiliteracies learning in ECE.

Multiliteracies learning promotes the know-how of literacy teaching; as a result, early childhood learners benefit from the policies and standard rules of national language usage. ECE teachers help learners gain multiliteracies knowledge through children’s exposure to the consequences of the social domain, life experiences, culture, and gender. The differences in subject domains listed in multiliteracies learning play a role in shaping and molding individuals perceptions and values about language use and practice.

Multiliteracies Learning

Conclusion

The relationship between early childhood educators and toddlers impacts the future success of pre-primary learners in various stages. Teachers create safe and productive environments by influencing children’s learning patterns and behavior. Multiliteracies learning provides adequate foundations for children to prepare for multiple language learning. According to the newsletter’s findings, speech and writing skills originate from the training of ECT to properly handle people transitioning through childhood developmental stages.

References List

Dogan-Altun, Z., (2018) Early Childhood Pre-Service Teachers’ Perspectives on Play and Teachers’ Role. International Education Studies, 11 (8), pp. 91-97.

Ebbeck, M., Yim, H.Y.B., and Wei, T., (2019) Preparing children for an uncertain future: the role of the early childhood teacher. Journal of Early Childhood Teacher Education, 41 (3), pp. 223–240.

Harju-Luukkainen, H., and Kangas, J., (2021) The Role of Early Childhood Teachers in Finnish Policy Documents—Training Teachers for the Future? International Perspectives on Early Childhood Teacher Education in the 21st Century. Springer Nature, pp. 65–80.

Leggett, N., (2017) Early Childhood Creativity: Challenging Educators in Their Role to Intentionally Develop Creative Thinking in Children. Early Childhood Education Journal, 45 (6), 845–853.

McLachlan, C., (2021) Multiliteracies in Early Childhood Education, in Education. Oxford University Press.

Popescu, A., and Noiray, A., (2021) Learning to Read Interacts with Children’s Spoken Language Fluency. Language Learning and Development, 18 (2), pp. 151–170.

Shepard-Carey, L., (2019) The inference-making of elementary emergent multilingual: Access and opportunities for learning. Journal of Early Childhood Literacy, 21 (4), pp. 499–537.

Sheppard, M.E., and Moran, K.K., (2021) The Role of Early Care Providers in Early Intervention and Early Childhood Special Education Systems. Early Childhood Education Journal 50 (3), pp. 891–901.

Sohn, S.Y., and Youngmi, L., (2018) Early Childhood Teachers’ Perception and Needs for the Operation of Role Play Area. Early Childhood Education and Care, 13, pp. 221–244.

Whitters, H.G., (2020). Adverse childhood experiences, attachment, and the early years learning environment, in Adverse Childhood Experiences, Attachment, and the Early Years Learning Environment. Routledge, pp. 72–82.

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