Higher education students registered with disability services and practice educators: issues and concerns for professional placements

† For the purpose of this article, the term practice educators is used throughout to refer to practice educators/preceptors, practice tutors, regional placement facilitators and student supervisors, i.e. any professional supervising a student in the placement environment.

Abstract

Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. “Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012.” http://www.ahead.ie/userfiles/file/PR_2012.pdf]. In one HEI in the Republic of Ireland, it was noticed that there was a large increase in students with disabilities, from 67 in 2006 to 259 in 2013 on professional courses. The aim of this study was to identify the issues and concerns of practice educators (PEs) in both supporting students with disabilities and exploring the concerns for students with disabilities on professional courses. Methods: A survey design was employed to meet the aims of this study and ethical permission was granted from the Faculty of Health Science Ethics Committee. Results: Respondents included 68 PEs and 63 students with disabilities. PEs were found to be concerned with students reaching the required standard of proficiency on placement, and how to support students in this. Students on the other hand identified stigma and disclosure of a disability as a concern. Conclusion: This study highlighted a difference in perceptive between PEs and students with disabilities in relation to disclosure and support needs for their disabilities.

Keywords:

• higher education
• disability
• professional practice courses
• reasonable accommodations
• supports
• student perspectives
• placement staff perspectives

Acknowledgements

The authors thank all the students, Heads of Department/Disciplines, practice coordinators and practice educators for their honest and insightful information which has made this research possible and will provide a basis for the development of a model of support for the future.

Notes on contributors

Clodagh Nolan, PhD, is an assistant professor at the Discipline of Occupational Therapy at Trinity College, Dublin. Her research is focused on issues of inclusion for students with mental health problems within higher education institutions as well as mental issues within the general adult population. She is particularly interested in the supports for students with mental health issues and is the founding member of the Unilink Service at Trinity College, Dublin.

Claire Gleeson, PhD candidate at Trinity College, Dublin. Her research interests include ‘Leisure enhancement for students with Autism’ and ‘Transitioning to employment for students with disabilities’.

Declan Treanor is the director of Disability Services and a PhD candidate at Trinity College, Dublin, Ireland. His research interests are in the area of supporting students on professional placements.

Susan Madigan, BSc, is an occupational therapist with the Unilink Service at Trinity college Dublin, Ireland.

Notes

† For the purpose of this article, the term practice educators is used throughout to refer to practice educators/preceptors, practice tutors, regional placement facilitators and student supervisors, i.e. any professional supervising a student in the placement environment.