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Self-Efficacy and
Success: Narratives of
Adults with Disabilities
Self-Efficacy and
Success: Narratives
of Adults with
Disabilities
Erez C. Miller Efrat Kass
Achva Academic College Mofet Institute
Arugot, Israel Tel Aviv, Israel
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer Nature
Switzerland AG 2023
This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether
the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse
of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and
transmission or information storage and retrieval, electronic adaptation, computer software, or by similar
or dissimilar methodology now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors, and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Erez: To my loving and supporting wife, Ronit; to my parents, who
contributed so much to my education; and to my children, who are still
trying to figure out why I enjoy and learn so much from research and
writing.
Efrat: I dedicate this book to my beloved family: it is your love that moves
my world and gives me strength and happiness.
Preface
Despite being one of 11 siblings, losing his mother at the age of five
because of a car accident and his father at the age of 11 because of illness,
and having contracted polio at a young age, Arik Pinto grew to be a lead-
ing wheelchair basketball coach. The story of his life and career was pub-
lished over the years in many interviews in the Israeli press. In 2008, he
coached the Israeli wheelchair basketball team that secured the sixth place
at the 2008 Paralympic games in Beijing against all odds. Later, he served
as Chief Executive Officer of one of Israel’s major banks for four years.
Despite significant difficulties when walking, and using a wheelchair, Mr
Pinto does not view himself as a person with a disability and relentlessly
pursued his personal and professional dreams. He believes that only those
who dare win. Life stories like Mr Pinto’s were the starting point of our
study and this book.
From the day we are born, we face various tasks—some simple, others
more complicated. Often (either subconsciously or consciously), we ask
ourselves whether we are up to the task—be it a test at school, a football
match, or whether we will do well at the new job we are applying for.
People who developed over the years the knowledge, the experience, the
skills, the talents, and the emotional resources will have a higher sense of
self-efficacy and will cope better with the tasks and challenges they face.
However, some people had a different starting point that required them,
vii
viii Preface
these insights in this book according to certain topics that arose from
their narratives through excerpts from the interviews. These insights are
accompanied by current academic knowledge about the following three
main interrelated issues: self-efficacy, occupation and employment of
people with disabilities, and success. We hope that you will be as excited
as us to ‘meet’ these amazing people through their narratives, will benefit
from the insights of our study that apply to most people, and will enrich
their professional knowledge about self-efficacy and how to reach success.
xiii
About the Book
The first part of the book presents the key terms and concepts and
examines them from several theoretical perspectives. Each chapter was
written as a funnel, from the general to the specific topic of this book,
that is, focusing on people with disabilities.
The first chapter is dedicated to the notion of success. What is success
and how do different researchers define it? And what do we know from
research about success among people with disabilities, since attaining
success obviously requires a different way of coping and overcoming bar-
riers than nondisabled people?
The second chapter focuses on the concept of sense of self-efficacy and
then discusses specifically occupational self-efficacy, stemming from
Albert Bandura’s social cognitive theory. This concept represents a very
comprehensive and well-studied theory, and discussing it at length is
beyond the scope of this book. Thus, we begin with a definition of self-
efficacy and then examine the difference between it and similar concepts.
Next, we focused on how self-efficacy is expressed among pupils with
disabilities. At the end of the chapter, we examined how sense of self-
efficacy is manifested in the occupation of people with disabilities. A
more comprehensive discussion on employment of people with disabili-
ties is detailed in later chapters.
The second part, which focuses on school years, combines both theory
and illustrations from the interviews. In this part, you can read about the
experiences of these people from kindergarten, elementary school, and
high school. Chapter 3 focuses on the formal education system and pres-
ents our findings on the factors that supported these people as pupils and
what were the accommodations that helped them to be meaningfully
included at school. We discuss the efficacy-enhancing messages that edu-
cational figures delivered to these pupils with disabilities and, finally, who
were those people in the formal education systems who fought for them
as agents of change.
The fourth chapter focuses on figures and support factors outside the
formal education systems, such as volunteers and professionals in the
community who taught and supported the development and functioning
of the interviewees in elementary and high school.
The fifth chapter examines the contribution of parents of children with
disabilities to the enhancement of self-efficacy: the influence of the
About the Book xvii
The fourth and final part of the book includes two chapters and focuses
on the employment of people with disabilities. In Chap. 10 we present
the challenges that people with disabilities face when the endeavour is to
gain meaningful and respectful employment and how they cope with
these challenges. Then we discuss factors that support effective and
respectful inclusion in the labour force.
Chapter 11 examines the course of developing a successful career
among people with disabilities. We discuss the following topics: What are
the factors that enable and support a successful career? What are some
models and training programmes around the world that enable people
with disabilities to gain employment? What are the recommendations
that will increase their inclusion in the labour force? Next, we discuss
how employers can be educated about the contributions of people with
disabilities to their organisations and about accommodations in the
workplace that can increase the recruitment and retainment of people
with disabilities. Finally, we discuss the benefits and challenges of entre-
preneurship for people with disabilities.
The Covid-19 pandemic had a tremendous impact on various aspects
of life for people around the globe. In Chap. 12, we discuss one aspect of
the impact of the pandemic that has been affecting all aspects of life
around the world. While we conducted our research prior to COVID-19,
recent studies indicate how the pandemic affected the employment of
people with disabilities, using information and examples from different
places around the world. This chapter also proposes recommendations
for employers to mitigate the transition to working from home for people
with disabilities in certain office jobs.
The final chapter of this book, Chap. 13, is based on our experience in
conducting our study with people with disabilities. In this chapter, we
discuss several ethical issues and dilemmas that interest researchers who
design a study with people with disabilities.
At the end of the book, you can find an index of various terms, as well
as the list of references and sources cited. Then, in Appendix A, we dis-
cuss the methodology used in our study. Finally, in Appendix B, we pre-
sented a brief description of some of the ethical dilemmas we coped with
when conducting the study upon which this book was based.
Contents
1 S
uccess 3
1.1 What Is Success? 3
1.2 Success Among People with Disabilities 4
References 5
2 Self-Efficacy
as a Source of Success 9
2.1 What Is Self-Efficacy? 9
2.2 Differentiating Between Self-Efficacy and Related
Concepts 11
2.3 Sense of Self-Efficacy of Students with Disabilities in
the Educational System 14
2.4 Occupational Self-Efficacy 14
Occupational Self-Efficacy Among People with
Disabilities 15
References 17
xix
xx Contents
3 F
ormal Education 23
3.1 Educational Figures: Willingness to Fight for Pupils’
Rights and Dedication for Their Success 23
3.2 Efficacy-Enhancing Messages 26
3.3 Supports and Accommodations 28
References 30
4 Support
from Professionals Outside the Educational
System 33
References 35
5 Parents’
Contribution: Parental Effects, Parents’
Dedication, Efficacy-Enhancing Messages 37
5.1 Parents’ Effects on Their Children’s Academic
Aspirations 37
5.2 Parents’ Dedication 39
5.3 Parents’ Efficacy-Enhancing Messages 41
References 44
6 Coping
with Social Challenges and Loneliness 47
6.1 The Importance of Social Support 51
References 61
7 Academic
Challenges of Pupils with Disabilities
and Effective Inclusive Practices 63
7.1 Pupils with Physical Disabilities 64
7.2 Pupils with Autistic Spectrum Disorder 69
7.3 Pupils with Learning Disabilities 77
7.4 Pupils with Attention-Deficit Hyperactivity Disorder
(ADHD) 83
7.5 Pupils with Blindness or Low Vision 89
Environmental Factors 105
Internal and Personality Factors 106
Contents xxi
8 Inner
Strengths: The Importance of Self-Efficacy,
Character Strengths, and Unique Traits133
8.1 The Importance of Self-Efficacy 134
Familial Challenges as Building Character and
Self-Efficacy 135
8.2 Self-Determination 141
8.3 Self-Advocacy 146
8.4 Perseverance 153
8.5 Unique Skills 154
References158
9 C
hallenges and Supports163
9.1 Transitioning from High School to College 163
9.2 What Can Help College Students with Disabilities
Succeed?164
9.3 Distance Learning and Students with Disabilities 169
9.4 The Role of Faculty and Administrators in Supporting
Students with Disabilities in Postsecondary Education 173
References174
10 Challenges
that People with Disabilities Face Regarding
Employment and Career Development and Venues to
Overcome Them179
10.1 Barriers to Employment Among People
with Disabilities 180
xxii Contents
11 Developing
a Successful Career Among People with
Disabilities191
11.1 Factors Contributing to the Development of a
Successful Career by People with Disabilities 192
Training and Support Programmes 192
Recommendations to Enhance the Employability of
People with Disabilities 194
Educating Employers About the Importance and
Benefits of Employing People with Disabilities 198
Accommodations in the Workplace 200
11.2 Benefits and Challenges of Entrepreneurship for
People with Disabilities 202
References206
12 Employment
Challenges and Solutions for People with
Disabilities During COVID-19 Pandemic211
References215
13 Some
Ethical Dilemmas When Conducting Interviews
with People with Disabilities217
References219
A
fterword221
Appendix 2: Some Ethical Dilemmas When Conducting
Interviews with People with Disabilities231
I ndex235
About the Authors
xxiii
xxiv About the Authors
focused on teacher’s self-efficacy, and during the last three decades she
taught about and investigated the issue of self-efficacy in many
populations.Her specialisations are the development of self-efficacy in
schools, teacher training, and bibliotherapy. She has published three
books and many articles and has presented her scientific work in many
conferences around the world. She is married, a mother, a grandmother,
and an artist.
Introduction
The viewpoint which we chose for our book can demonstrate the impor-
tance of individual self-efficacy beliefs regarding performance and occu-
pational success among people with disabilities.
Using the simile of a siphon, and approaching this issue from a more
general perspective to a more specific one, this introduction lays out the
main concepts and theories discussed in this book. Thus, it will help the
readers understand the underpinning issues that led us to the focus of this
book. The first part of the introduction will examine the role and impor-
tance of self-efficacy and occupational self-efficacy in general.
In the second part of the introduction, we will discuss the transition
from the medical model of disability to a model of social inclusion and
human rights. This significant change enabled people with disabilities to
gain higher education, enter the labour market, and live their lives in a
much more meaningful and valuable way.
The premise of this book is based on the theory that developed around
the concept of a sense of self-efficacy. This theory stems from Bandura’s
social cognitive theory and was the basis of numerous studies around the
world that investigated various life domains, especially in education. In
many respects, this theory gives us, as humans, both hope and encourage-
ment. It also provides us with well-defined tools for ways to improve our
lives, fulfil our goals, and attain success. A sense of self-efficacy is the
xxv
xxvi Introduction
belief people have about their ability to organise and perform the behav-
iours necessary to achieve the results they desire in future situations
(Bandura, 1997). Regarding people with disabilities, there are many
studies on this issue (e.g., Russak et al., 2017; Tihic et al., 2021).
Nevertheless, there is relatively little research on self-efficacy of occupa-
tionally successful people with disabilities (Lyons & Bandura, 2019).
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