Work-Integrated Learning, Accessibility, Accommodation (WILAA)
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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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Browsing Work-Integrated Learning, Accessibility, Accommodation (WILAA) by Subject "Accommodation"
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Item Open Access AcTinSite Community of Practice: Temporary Board Manual(2021-12) Smith, Hilda;Item Open Access Item Open Access Item Open Access AcTinSite Design Charrette Storyboard: Disclosure During Placement(2021-06) Torkashvand, Golnoosh; Smith, Hilda; Balkjo, Melanie; Dadashi, NastaranItem Open Access AcTinSite Needs Assessment Data 27.01.22 v2(2022-01-27) Smith, HildaItem Open Access AcTinSite Project Update Infographic(2022-06-29) Smith, Hilda; Balkjo, MelanieItem Open Access AcTinSite Qualitative Document Analysis Data Set - CJDS Publication(2022-03-31) Epstein, Iris; Balkjo, Melanie; Stephens, LindsayData set that correspondences with the following publication. Epstein, I., Baljko, M., Magel, B., Stephens, L., Dadashi, N., Smith, H., & Bulk, L. Y. (2022). Document landscape: Exploring what shapes disabled students’ experiences in practice-based education. Canadian Journal of Disability Studies, 11(1), 53–90. https://doi.org/10.15353/cjds.v11i1.851Item Open Access AcTinSite Qualitative Document Analysis Infographic(2022-06-29) Smith, Hilda; Balkjo, MelanieItem Open Access AcTinSite September Newsletter(MailChimp, 2021-09-29)Item Open Access Item Open Access AcTinSite Storyboard: Partial Disclosure During Placement(2021-06) Torkashvand, Golnoosh; Smith, Hilda; Balkjo, Melanie; Dadashi, NastaranItem Open Access AcTinSite Whole Team Meeting: May 2022(2022-05-16) Smith, Hilda; Epstein, Iris; Stephens, Lindsay; Balkjo, Melanie; Dadashi, NastaranItem Open Access AcTinSite: Interview Guide(2020-12)Item Open Access AcTinSite: Knowledge Mobilization Plan(2021-01) Smith, HildaItem Open Access April 2021 AcTinSite Project Update(MailChimp, 2021-04-08)Item 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, LindsayAs 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 wellItem Open Access Conference Abstract & PowerPoint for ARIS & RIC 2021 Online Summit(2021-05) Smith, Hilda; Dadashi, Nastaran; Balkjo, Melanie; Franks, AshleyStudents with disabilities need support to succeed in their education, including work intergraded learning opportunities. There are well-developed details for supporting students with disabilities in their course work. Yet, the knowledge and skills needed to accommodate students with disabilities during work-integrated learning are inconsistent. This situation leaves students with disabilities set up for failure, meaning they are more likely to leave their programs or be limited in their potential employment. AcTinSite (Accommodation to include students with disabilities in placement sites) aims to improve access to accommodations for students with disabilities within work- integrated learning. We do so through a collaborative project between three education institutions and two institutions that host students for work-integrated learning. AcTinSite’s research is a concurrent design and knowledge mobilization project. Our goals are to design an online platform where tools that support accommodations in work-integrated learning are easy to access and adapt. The project’s concurrent nature means that both the design and knowledge mobilization components work and adjust together. Our work at AcTinSite focuses on improving workforce diversity using collaborative partnerships, design, and knowledge mobilization. This regular session’s goals are for people to 1) learn about the needs and benefits of accommodation in work intergrade learning, 2) find out about AcTinSite, and 3) how they can get discover more about our concurrent design and knowledge mobilization project.Item 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, LauraColleges 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 betterItem Open Access The Entanglement of Invisible Work and Access in Work Integrated Learning(2021-10-06) Bulk, Laura Yvonne; Franks, Ashely; Stephens, Lindsay; Dadashi, Nastaran; Balkjo, Melanie; Epstein, IrisAlthough the number of students with disabilities in health professions is increasing, barriers in clinical/placement learning persist. The interdisciplinary AcTinSite team – bringing together perspectives from design, geography, occupational science, nursing, critical disability studies, knowledge mobilization, and more – set out to create a comprehensive resource that might inform access in clinical placements for students with disabilities. As part of the process to understand factors that the AcTinSite resource(s) may need to address, in-depth interviews were conducted. Twentynine participants – 4 placement coordinators, 8 placement supervisors, 6 access professionals, 4 leaders in education (e.g. heads/Deans), 3 leaders in healthcare (e.g. clinical educators), 4 students with disabilities – from two hospitals and two universities participated. Transcripts were analyzed using a collaborative thematic approach. The AcTinSite team found that clinical and academic educators and learners engage in various forms of unrecognized labour to create access: putting in extra time, doing emotional labour, engaging in relational work, and navigating complexities. This labour is unrecognized and optional, and therefore its result – access – is inequitably distributed. We discuss what aspects of this unrecognized labour should be re-valued and recognized by our institutions as important aspects of teaching/learning, and which aspects perhaps should not need to happen. Educators and institutions need to know how access is created in placement education in order to promote diversity within our professions.Item Open Access Exciting update from AcTinSite! July 2021(MailChimp, 2021-07-06)