Conference proceedings

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    Conference Abstract & PowerPoint for ARIS & RIC 2021 Online Summit
    (2021-05) Smith, Hilda; Dadashi, Nastaran; Balkjo, Melanie; Franks, Ashley
    Students with disabilities need support to succeed in their education, including work intergraded learning opportunities. There are well-developed details for supporting students with disabilities in their course work. Yet, the knowledge and skills needed to accommodate students with disabilities during work-integrated learning are inconsistent. This situation leaves students with disabilities set up for failure, meaning they are more likely to leave their programs or be limited in their potential employment. AcTinSite (Accommodation to include students with disabilities in placement sites) aims to improve access to accommodations for students with disabilities within work- integrated learning. We do so through a collaborative project between three education institutions and two institutions that host students for work-integrated learning. AcTinSite’s research is a concurrent design and knowledge mobilization project. Our goals are to design an online platform where tools that support accommodations in work-integrated learning are easy to access and adapt. The project’s concurrent nature means that both the design and knowledge mobilization components work and adjust together. Our work at AcTinSite focuses on improving workforce diversity using collaborative partnerships, design, and knowledge mobilization. This regular session’s goals are for people to 1) learn about the needs and benefits of accommodation in work intergrade learning, 2) find out about AcTinSite, and 3) how they can get discover more about our concurrent design and knowledge mobilization project.
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    The Entanglement of Invisible Work and Access in Work Integrated Learning
    (2021-10-06) Bulk, Laura Yvonne; Franks, Ashely; Stephens, Lindsay; Dadashi, Nastaran; Balkjo, Melanie; Epstein, Iris
    Although the number of students with disabilities in health professions is increasing, barriers in clinical/placement learning persist. The interdisciplinary AcTinSite team – bringing together perspectives from design, geography, occupational science, nursing, critical disability studies, knowledge mobilization, and more – set out to create a comprehensive resource that might inform access in clinical placements for students with disabilities. As part of the process to understand factors that the AcTinSite resource(s) may need to address, in-depth interviews were conducted. Twentynine participants – 4 placement coordinators, 8 placement supervisors, 6 access professionals, 4 leaders in education (e.g. heads/Deans), 3 leaders in healthcare (e.g. clinical educators), 4 students with disabilities – from two hospitals and two universities participated. Transcripts were analyzed using a collaborative thematic approach. The AcTinSite team found that clinical and academic educators and learners engage in various forms of unrecognized labour to create access: putting in extra time, doing emotional labour, engaging in relational work, and navigating complexities. This labour is unrecognized and optional, and therefore its result – access – is inequitably distributed. We discuss what aspects of this unrecognized labour should be re-valued and recognized by our institutions as important aspects of teaching/learning, and which aspects perhaps should not need to happen. Educators and institutions need to know how access is created in placement education in order to promote diversity within our professions.
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