{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,2]],"date-time":"2026-09-02T15:53:55Z","timestamp":1788364435208,"version":"build-2803163510"},"reference-count":28,"publisher":"SAGE Publications","issue":"1","license":[{"start":{"date-parts":[[2023,9,16]],"date-time":"2023-09-16T00:00:00Z","timestamp":1694822400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"funder":[{"name":"Priority Areas for Learning and Teaching Research (PALAT) grant from the MacPherson Institute at McMaster University","award":["Not applicable"],"award-info":[{"award-number":["Not applicable"]}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Can J Occup Ther"],"published-print":{"date-parts":[[2024,3]]},"abstract":"<jats:p>Background. Fieldwork is an essential part of experiential learning in occupational therapy education. Fieldwork educators identify limits on reasonable accommodation and difficulty implementing disability-related accommodations. Student occupational therapists with disabilities report discrimination from within the profession, including inflexible fieldwork environments. Purpose. To understand the experiences of occupational therapy fieldwork educators in Canada in accommodating students with disabilities and to develop action-oriented practice recommendations. Method. In this interpretive description study, we interviewed 11 fieldwork educators about their experiences accommodating students with disabilities. Interviews were recorded, transcribed, and analyzed using a constant comparative approach. Findings. Educators emphasized a meta-theme of \u201cLearning\u201d when asked about disability-related accommodations. Three subthemes about student learning emerged: 1. Educators focused on \u201cStudent Learning in Preparation for Professional Practice\u201d rather than their fieldwork setting only; 2. Educators were \u201cUsing Occupational Therapy Skills for Student Learning\u201d in fieldwork; and 3. Educators recognized that their professional and personal \u201cContext Influences Student Learning.\u201d Conclusion. Fieldwork educators can work with students to align their accommodations with required learning outcomes for professional practice and use their occupational therapy skills to assist with implementation. Fieldwork educators require time and other supports to work effectively with all students.<\/jats:p>","DOI":"10.1177\/00084174231201703","type":"journal-article","created":{"date-parts":[[2023,9,16]],"date-time":"2023-09-16T05:49:05Z","timestamp":1694843345000},"page":"56-64","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":6,"title":["Accommodating Students with Disabilities: Fieldwork Educators\u2019 Experiences"],"prefix":"10.1177","volume":"91","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6836-755X","authenticated-orcid":false,"given":"Shaminder K.","family":"Dhillon","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1937-0103","authenticated-orcid":false,"given":"Sandra E.","family":"Moll","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Magda","family":"Stroinska","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Patricia E.","family":"Solomon","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2023,9,16]]},"reference":[{"key":"bibr1-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2013.831747"},{"key":"bibr2-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2013.823078"},{"key":"bibr3-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1177\/030802260606900106"},{"key":"bibr4-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2017.1308247"},{"key":"bibr5-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1016\/j.nepr.2020.102960"},{"key":"bibr6-00084174231201703","doi-asserted-by":"publisher","DOI":"10.3109\/11038128.2013.861016"},{"key":"bibr7-00084174231201703","doi-asserted-by":"publisher","DOI":"10.2182\/cjot.2010.77.4.6"},{"key":"bibr8-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2018.1505603"},{"key":"bibr9-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09687599.2014.910109"},{"key":"bibr10-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1111\/jan.12368"},{"key":"bibr11-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1177\/030802260406700904"},{"key":"bibr12-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1177\/1049732309344612"},{"key":"bibr13-00084174231201703","doi-asserted-by":"publisher","DOI":"10.5430\/ijhe.v3n1p146"},{"key":"bibr14-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/09638288.2022.2107086"},{"issue":"2","key":"bibr15-00084174231201703","first-page":"110","volume":"37","author":"Newsham K. R.","year":"2008","journal-title":"Journal of Allied Health"},{"key":"bibr16-00084174231201703","unstructured":"Ontario Human Rights Commission (n.d.). Policy on accessible education for students with disabilities\n                      .\n                      https:\/\/www.ohrc.on.ca\/en\/policy-accessible-education-students-disabilities#_ftn29"},{"key":"bibr17-00084174231201703","doi-asserted-by":"publisher","DOI":"10.15453\/2168-6408.1913"},{"key":"bibr18-00084174231201703","doi-asserted-by":"publisher","DOI":"10.26681\/jote.2019.030407"},{"key":"bibr19-00084174231201703","doi-asserted-by":"publisher","DOI":"10.1080\/13603110902730176"},{"key":"bibr20-00084174231201703","volume-title":"A lifeline for disability accommodation planning: How models of disability and human rights principles inform accommodation and accessibility planning","author":"Roberts B. 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