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Strategies for Increasing Accessibility and Equity in Health and Human Service Educational Programs: Protocol for a National, Mixed Methods Study

Author

Listed:
  • Tal Jarus

    (Department of Occupational Sciences and Occupational Therapy, University of British Columbia, Vancouver, BC V6T 2B5, Canada)

  • Lindsay Stephens

    (Department of Geography and Planning, University of Toronto, St. George, ON M5S 1A1, Canada)

  • Tracey Edelist

    (Department of Speech-Language Pathology, Université du Québec à Trois-Rivières, Trois-Rivières, QC G9A 5H7, Canada)

  • Erika Katzman

    (Department of Disability Studies, King’s University College (Western University), London, ON N6A 2M3, Canada)

  • Cheryl Holmes

    (Division of Critical Care, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, BC V5Z 1M9, Canada)

  • Stuart Kamenetsky

    (Department of Psychology, Institute for the Study of University Pedagogy, University of Toronto, Mississauga, ON L5L1C6, Canada)

  • Iris Epstein

    (Department of Nursing, York University, Toronto, ON M3J 1P3, Canada)

  • Shahbano Zaman

    (Department of Occupational Sciences and Occupational Therapy, University of British Columbia, Vancouver, BC V6T 2B5, Canada)

Abstract

Introduction: Despite legislation mandating accommodation policies in higher education, support for learners with disabilities is often not implemented within health and human services (HHS) education programs, particularly in fieldwork settings. This paper will describe the protocol of a study aimed to (a) explore challenges and opportunities of current practices for supporting learners living with disabilities in a fieldwork context, across 10 HHS programs; and (b) develop, pilot and evaluate innovative accessibility practices to decrease existing barriers faced by educators and learners. Method: Using a critical disability studies framework, we designed a national, multi-profession, mixed methods design. Data are collected through interviews (qualitative) and an online survey (quantitative) that participants complete prior to the interview. Additionally, an online mapping diary is used to facilitate the understanding of accessibility in fieldwork education from the perspective of the learners. Participants include learners living with disabilities, academic fieldwork coordinators, fieldwork educators, accessibility advisors and professional organizations representatives. Implications: Learners living with disabilities navigate systemic barriers: (a) the additional “work of being a disabled learner”, during a rigorous academic program, and (b) absent or inadequate fieldwork accommodations. Exploring those systemic barriers as faced by all partners offers the potential to develop strategies and tools to foster inclusive and accessible HHS education.

Suggested Citation

  • Tal Jarus & Lindsay Stephens & Tracey Edelist & Erika Katzman & Cheryl Holmes & Stuart Kamenetsky & Iris Epstein & Shahbano Zaman, 2024. "Strategies for Increasing Accessibility and Equity in Health and Human Service Educational Programs: Protocol for a National, Mixed Methods Study," Disabilities, MDPI, vol. 4(3), pages 1-15, June.
    • Handle: RePEc:gam:jdisab:v:4:y:2024:i:3:p:28-458:d:1422234
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    References listed on IDEAS

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    1. Cristian L. Dezsö & David Gaddis Ross, 2012. "Does female representation in top management improve firm performance? A panel data investigation," Strategic Management Journal, Wiley Blackwell, vol. 33(9), pages 1072-1089, September.
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