The number of students living with disabilities entering post-secondary education, including health professional programs (HPPs), is increasing. However, disabled students continue to experience challenges in both the on-campus and fieldwork components of these programs. The purpose of this study is to understand the experiences and perspectives of fieldwork educators to determine how they can be supported by HPPs when supervising students living with disabilities. An online survey was developed and circulated to fieldwork educators who supervise students in nine HPPs at McMaster University in Canada. Descriptive statistics and content analysis were used to analyze survey responses. The survey was completed by 42 respondents, 10 of whom reported living with a disability and demonstrated a nuanced understanding of accommodation issues. More than half of the total respondents reported they had supervised disabled students in fieldwork; however, only 12 received accommodation plans and evaluation occurred informally, if at all. Respondents requested training on how to accommodate specific student needs. Efficient processes are needed for educator training, and the involvement of educators is needed in accommodation development. Accommodations must be evaluated to ensure students have equitable opportunities for learning and assessment. Educators living with disabilities provide valuable insights on dismantling systemic barriers to inclusion.
Dhillon et al. (Thu,) studied this question.