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Abstract
An exploratory study was conducted to inquire into the field placement process for students with disabilities. Fourteen students with disabilities and twelve field directors were interviewed. Findings were grouped into seven areas: (1) field education expectations, (2) special and general considerations for placement, (3) agencies’ response to requests for placement, (4) schools’ response to agencies, (5) students’ response to placement, (6) factors promoting acceptance of students in the field, and (7) reasonable accommodation. Results indicate that there were biases, considerations, and accommodations made by schools and agencies that interfered with students’ educational needs. In addition, respondents’ definitions of reasonable accommodation varied, yet maintained some common elements.