epstein, irisBaljko, MelanieMagel, BrookeStephens, LindsayDadashi, NastaranSmith, HildaBulk, Laura2022-06-272022-06-272022Epstein, 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.v11i1.851https://doi.org/10.15353/cjds.v11i1.851http://hdl.handle.net/10315/39495Colleges 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 betterenAttribution-NonCommercial-NoDerivatives 4.0 InternationalKnowledge mobilizationNursingDisabilityWork-Integrated learningAccommodationClinical placementPractice-Based educationPracticumQualitative reviewStudents with disabilitiesOther