Work-Integrated Learning, Accessibility, Accommodation (WILAA)

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https://hdl.handle.net/10315/38846

Universities and colleges have made progress in creating accessible spaces in classrooms. When the classroom is not accessible, universities and colleges offer accommodations. With all this progress, there continue to be issues with accessibility and accommodations in work-integrated learning (WIL) sites. Since placements are a vital part of many educational programs, access becomes a barrier for disabled students. We are worried that the lack of access means that disabled students are less likely to finish their education or get work. This YorkSpace is a place to gather materials related to different research projects that explore WIL and disability accessibility and accommodation.

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Now showing 1 - 4 of 4

Open Access
“Ask Me What I Need”: Shifting Responsibility for Inclusive Learning Environments in Clinical Placement
(2022) Khanlou, Nazilla; epstein, iris; Ermel, R. E.; Sherk, M; Simmonds, K. K.; Balaquiao, L.; Chang, K. Y.
Lack of consideration of accommodations in work-integrated learning (WIL) leads to a lack of equity. We can address equity concerns in WIL by shifting responsibility from disabled students to clinical staff and administrators while listening to disabled students needs and concerns
Open Access
Becoming Successful with Disabled Students in the Accommodation's Assemblage: Using Storytelling as Method
(2022) epstein, iris; Rose, Jarrett; Juergensen, Linda; Mykitiuk, Roxanne; MacEntee, Katie; Stephens, Lindsay
As more disabled students enter college and university, the need for accommodations in the classroom and work-integrated learning (WIL)will increase. Storytelling can be a powerful tool to understand how to make the WIL accommodation process easier. Using storytelling, the researchers found that knowing when to access and who are part of the accommodation process is essential. There is also a need for resources for students and instructors when WIL is not going well
Open Access
Document Landscape: What Shapes Students’ with Disability Experiences in Work-Integrated Learning
(2022) epstein, iris; Baljko, Melanie; Magel, Brooke; Stephens, Lindsay; Dadashi, Nastaran; Smith, Hilda; Bulk, Laura
Colleges and universities have many documents about accommodations for students with disabilities in classrooms. However, there are fewer documents about accommodation during work-integrated learning (WIL). Researchers explored both documents that focus on accommodations in classrooms and during WIL to understand better what makes them useful or unhelpful. They found barriers in the form and content of documents. The form had three barriers, and content had two barriers that you can address to make your documents better
Open Access
Scoping Review: Disabled Students and Instructors’ Experiences in Nursing Practice
(2022) epstein, iris; Khanlou, Nazilla; Ermel, R. E.; Sherk, M; Simmonds, K. K.; Balaquiao, L.; Chang, K. Y.
More disabled students are entering nursing programs. Thus, clinical nursing placements must offer accommodation more often.However, accessing accommodations during placements can be a complex process. One call for changes in placement site policies is to focus on disabled students' abilities. This call could make disabled students feel less excluded, or like they must hide their disability

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