Inclusion in Fieldwork: Academic Fieldwork Coordinators' Perspectives on Accommodating Disabled Occupational Therapy...

Area of Science:

• Health Professions Education
• Disability Studies
• Occupational Therapy

Background:

• Fieldwork is crucial for health professions programs but poses challenges for students with disabilities.
• Fieldwork coordinators are key in supporting these students, yet their experiences are under-researched.
• Limited understanding exists regarding how coordinators accommodate students with disabilities.

Purpose of the Study:

• To explore academic fieldwork coordinators' perspectives in occupational therapy programs.
• To understand their practices for supporting disabled students and fostering inclusion.
• To identify challenges and opportunities for improving fieldwork inclusivity.

Main Methods:

• A mixed methods approach was employed.
• Fifteen academic fieldwork coordinators completed a quantitative survey.
• Five coordinators participated in in-depth semistructured interviews.

Main Results:

• Coordinators navigated tensions between fieldwork norms and institutional policies.
• Accommodations were managed amidst dynamic social norms and student disclosure decisions.
• Participants identified opportunities to enhance program inclusivity for disabled students.

Conclusions:

• Addressing accessibility issues is vital for improving educational practices.
• Enhancing inclusivity requires examining institutional infrastructure and personnel training.
• Collaboration with disabled individuals is key to creating supportive environments.