Sammendrag
The field work experiences of students with disabilities in professional courses in Norway.
Eli Langørgen1, Eva Magnus2
1Program of Occupational Therapy, South Trøndelag University College, Norway. eli.langorgen@hist.no
2Program of Occupational Therapy, South Trøndelag University College, Norway. eva.magnus@hist.no
Background:
Despite legislative regulations, many students with disabilities face barriers regarding equal access to and participation in higher education. In the case of professional programs, the transition to practicum puts an extra dimension on the student to disclose and request accommodation, and for faculty at the educational institutions and clinical supervisors to arrange support. The aim of this study is to explore the practicum experiences of students with disabilities in a Norwegian context of professional educations.
Method:
A qualitative exploratory design, using semi-structured in-depth interviews with 14 students in teacher education, social work and healthcare program.
Results:
Preliminary analysis reveals that the students have experienced lack of control regarding the process of planning ahead of placement. They highlight the role of practicum to experiment with the demands of practice, to learn out about their capacity in work and future accommodation requirements. Fieldwork is also about building professional images, where the students struggle to promote resources as to be accepted as qualified future professionals.
Conclusion:
Clinical practicums provides opportunities for students with disabilities to learn about their working capacity in order to plan for future working life. However, the study reveals several barriers making us question the students’ equal learning opportunities.
Application to Practice:
Findings support a closer collaboration between the involved parties regarding clinical practicum planning and achievement.
Financial support by The South Trøndelag University College is gratefully acknowledged.
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