Inclusion in Fieldwork: Academic Fieldwork Coordinators’ Perspectives on Accommodating Disabled Occupational Therapy Students

Background. Fieldwork is essential in postsecondary health professions programs and can present challenges for disabled students. Fieldwork coordinators, responsible for student placements, play a pivotal role in supporting disabled students. However, limited research exists regarding the experiences of these coordinators in accommodating students with disabilities. Purpose. This mixed methods study aims to understand the perspectives of academic fieldwork coordinators in occupational therapy programs, focusing on their practices to support disabled students and promote a sense of inclusion. Method. Using a mixed methods approach, fifteen academic fieldwork coordinators completed a quantitative survey followed by in-depth semistructured interviews with five coordinators. Results. Participants’ experiences presented two main themes. First, academic fieldwork coordinators constantly navigated tensions with institutional norms regarding fieldwork. Second, academic fieldwork coordinators manage fieldwork accommodations within ever-changing human dynamics and social norms, including students’ decisions about disclosure. Despite these gaps, the participants emphasized opportunities for enhancing and refining occupational therapy programs by addressing challenges to improve inclusivity for students with disabilities. Conclusion. Addressing these accessibility issues can contribute to the overall improvement of educational practices, fostering a more inclusive learning environment. Examination of the institution's infrastructure, collaboration with disabled individuals, and greater personnel training are key in promoting a more inclusive and supportive environment for both academic fieldwork coordinators and disabled students.