A ccess to meaningful and equitably paid work is an ongoing issue facing people with disabilities across the world. This article is concerned with the nature and extent of workplace accommodation currently made available in Australia to people with disabilities. The article is based on analysis of the Australian Survey of Disability Ageing and Carers (2003). The article first ratifies existing findings in the literature that people with disability are less likely to be employed and where employed, are likely to be underemployed and underpaid. Restrictions in the ability to participate in paid work without accommodations were common with the need for accommodation varying from 43% through to 91%, depending on the nature of disability experienced. We identify the possibility that people with disability self-select themselves into workplaces where they can self-accommodate their own access needs. Generally, the extent of workplace accommodations provided were low (12%-27%). Known stratifying factors (gender, ethnicity, and education) exacerbated existing barriers to accessing employment. Workers with higher training needs were less likely to secure employment while people accessing the workplace with the benefit of an advocate were more likely to be in the workforce. Strategies for enhancing employment outcomes are discussed.

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The purpose of this study was to assess differences in physical activity (PA) among university employees with and without a formal health promotion program. Three state university campuses without health promotion programs and four campuses with a program participated in this study. PA participation was assessed via survey to all campus employees. PA was compared for those with (n=426) and without a program (n=371). The results indicated that there was no significant difference (p>.05) in the amount of vigorous PA days per week between those with (M=1.87 ± 2.29) and without a program (M=1.6 ± 1.87).There was no significant difference (p>.05) in the amount of moderate PA days per week between those with (M= 2.18 ± 2.43) and without a program (M= 1.88 ± 2.03). There were significant differences (p

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The purposes of this article are to examine 6 school-university partnerships developed between the Special Education Department of the Universiy of South Florida and surrounding school districts and to delineate key factors contributing to their progress. The literature on partnerships is used as a guide for the review. Context and key personnel seem to be two of the most important factors in these 6 projects. Challenges to partnerships are discussed, including the establishment of parity and the role of personal values in developing school-university partnerships.