Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Merry Staulters, PhD

Committee Member

Emily Duckett, PhD

Committee Member

David Thomas, PhD

Abstract

This study employed a convergent parallel mixed-methods design to explore the perceptions and experiences of occupational therapy (OT) fieldwork educators, academic fieldwork coordinators (AFWCs), and Level II OT students with disabilities regarding accommodations during fieldwork. Quantitative data were collected through an online Qualtrics questionnaire completed by 45 fieldwork educators. Qualitative data were gathered through semi-structured interviews with seven AFWCs and seven OT students/new graduates who had used Section 504 accommodations during Level II fieldwork. Thematic analysis revealed key themes among students and AFWCs, including barriers to disclosure, variability in support and communication, the need for proactive planning, and concerns regarding the effectiveness of accommodations in clinical environments. Merged findings indicated a general willingness to support students with accommodations but also highlighted significant feasibility concerns, lack of training, and institutional barriers that hinder equitable learning experiences. These results underscore the importance of enhanced training for fieldwork educators, the need for clear guidelines, and stronger collaboration among stakeholders to ensure accessibility in OT clinical education.

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