Speaking and Guest Lecture Topics
Elizabeth speaks and guest lectures on a range of topics including:
- personalized or direct funding for persons with disabilities
- accessibility in education
- transition planning for youth and young adults with disabilities
- accessing healthcare and social services as someone with a disability
- assistive technology.
For more information or to inquire about my availability and fees, please feel free to contact me via the contact form on my website.
Selected Lectures
https://uwocamy.sharepoint.com/:b:/g/personal/cmohler_uwo_ca/ETpcGIkw2odOqmhBq_geeJEBiKiJLQi-3CWl-f7cySOvzw?e=D93oHr
https://uwocamy.sharepoint.com/:v:/g/personal/cmohler_uwo_ca/EeUZfZxrDbNCh7HYLHdtNsgBJVRmwGbBT9KGAl-mmeQvhA?e=80bCml
Conferences with Abstracts
S20 Occupational justice in direct-funded attendant services: strengths and challenges
Saturday (CST| HSC): 09:30-09:55 | Paper presentation
Advocacy /policy development | Community/population
Erika Katzman (King’s University College | London, ON) ekatzma2@uwo.ca, C. Elizabeth Mohler Western University cmohler@alumni.uwo.ca, Elizabeth Anne Kinsella Western University akinsell@uwo.ca, Evelyne Durocher McMaster University durochee@mcmaster.ca
Introduction: Efforts to promote occupational justice have the potential to effect social change (Wilcock & Townsend, 2000; Hocking, 2017). Analysis of situations that illustrate structural, political, economic, social, and cultural factors that promote or impede participation in meaningful occupations is instrumental in furthering theoretical development and understandings of occupational justice (Durocher, Gibson & Rappolt, 2013). Objectives: In this paper we critically examine occupations related to the organization and management of direct-funded attendant services for adults with physical disabilities through an occupational justice lens. Methods: We report on a reflexive ethnographic study (Ellis & Bochner, 2003; Lather, 2001a; 2001b) informed by critical feminist (Kittay, 1999) and critical disability (Morris, 1992) theory. In-depth interviews were conducted with 19 participants involved with one direct-funding program as ‘self-managers’ (11), attendants (3), program administrators (3), and family members (2), and relevant policy documents were analyzed. Results: The analysis suggests that direct funding promotes occupational engagement by providing needed supports to participate in meaningful occupations. At the same time, occupational engagement was constrained at individual and group levels by criterion that conditioned access to limited resources. Conclusions: This research illuminates the complexity of occupational justice as a dynamic concept that may be simultaneously promoted and challenged within a given context. The study highlights an important role for occupational therapists to consider risks and benefits associated with direct funding options, as well as opportunities for occupational therapists to advocate for the development and implementation of programs that cohere with principles of occupational justice.
Link to program:
F9 Smart-home devices, visual disabilities and occupational performance and engagement.
8:30-8:55 Great Room Foyer
Poster Screen # 2 | Adult General | Community
Chelsea Mohler (BALANCE for Blind Adults, Toronto) Naomi Hazlett naomi.hazlett@mail.utoronto.ca
Rationale: Attention to technological solutions that help individuals adapt to challenges along the lifespan are paramount to support and improve quality
of life. Smart home technologies have opened a portal to developing increasingly powerful tools to assist individuals with visual disabilities to meet
their needs and gain independence and dignity. With more Canadians owning a smart home device (ODPHP, 2018) and increasing media awareness of the benefits
of smart home device use among this population (Bogost, 2018), it is paramount to explore the implications of these devices for occupational performance
and engagement. Objectives: We posit smart home devices are currently underutilized in occupational therapy practice, as both a recommendation for assistive
equipment and in home management and safety for individuals with visual disabilities. We aim to provide a framework based in evidence and lived experience
for occupational therapists to implement smart home device prescription. Approach: The authors will present the results of a literature review embedded
with lived and professional experience to propose future directions for the use of smart home technology among OT clients living with visual disabilities.
Practice Implications: OTs who attend this session will be equipped with the tools to support their clients in utilizing smart home technology to enhance
the factors discussed above. Further education is suggested for both practitioners and clients to effectively maintain independence in the home. Conclusion:
With the revolution of innovative types of smart home technology, individuals with visual disabilities can optimize independence and live/age in place
with support from OT.
Key words | Mots clés : Assistive devices, Blindness
Link to Program:
Special Highlights of the Conference (featuring articles by Elizabeth Mohler)
Inclusive Design and Overcoming Accessibility Barriers, Chelsea E. Mohler,
M.SC & Sandy Feldman, Web Accessibility Consultant
Technology is on the rise. Learn about implications for quality of life, home safety, maintaining independence and living/aging in place with a combination of professional and lived experience. (Adaptive Technology, Introductory)
Conference Program:
Lisa Kuiper & Chelsea Mohler, Brock University
Over the past twenty years, Canada has experienced an increase in students with disabilities attending colleges and universities, and who are in turn graduating with diplomas and/or degrees. This rise is likely a result of recent anti-discrimination laws, an increase in support services offered to persons with disabilities, and an increasing need for higher education to obtain employment. While a post-secondary education provides students with knowledge and enhanced skills that will assist them in the workforce, students with disabilities are employed at rates lower than their non-disabled peers, and/or experience long periods of under-or-un-employment.
To address barriers in obtaining and retaining employment for students and recent graduates with disabilities, the National Educational Association of Disabled Students (NEADS) developed “Breaking It Down”, a series of workshops and attendant web portal, aimed at educating post-secondary students, graduates with disabilities, and Federally Regulated Private Sector Employers on the barriers for people with disabilities.
Link to Conference Program:
