Background. Fieldwork is an essential part of experiential learning in occupational therapy education. Fieldwork educators identify limits on reasonable accommodation and difficulty implementing disability-related accommodations. Student occupational therapists with disabilities report discrimination from within the profession, including inflexible fieldwork environments. Purpose. To understand the experiences of occupational therapy fieldwork educators in Canada in accommodating students with disabilities and to develop action-oriented practice recommendations. Method. In this interpretive description study, we interviewed 11 fieldwork educators about their experiences accommodating students with disabilities. Interviews were recorded, transcribed, and analyzed using a constant comparative approach. Findings. Educators emphasized a meta-theme of "Learning" when asked about disability-related accommodations. Three subthemes about student learning emerged: 1. Educators focused on "Student Learning in Preparation for Professional Practice" rather than their fieldwork setting only; 2. Educators were "Using Occupational Therapy Skills for Student Learning" in fieldwork; and 3. Educators recognized that their professional and personal "Context Influences Student Learning." Conclusion. Fieldwork educators can work with students to align their accommodations with required learning outcomes for professional practice and use their occupational therapy skills to assist with implementation. Fieldwork educators require time and other supports to work effectively with all students.

中文翻译：

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容纳残疾学生：实地考察教育工作者的经验。

背景。实地考察是职业治疗教育体验式学习的重要组成部分。实地工作教育工作者确定了合理便利的限制以及实施与残疾相关的便利的困难。残疾学生职业治疗师报告了职业内部的歧视，包括不灵活的现场工作环境。目的。了解加拿大职业治疗实地考察教育工作者在照顾残疾学生方面的经验，并制定以行动为导向的实践建议。方法。在这项解释性描述研究中，我们采访了 11 位实地考察教育工作者，了解他们为残疾学生提供便利的经历。使用持续的比较方法对访谈进行记录、转录和分析。发现。当被问及与残疾相关的便利设施时，教育工作者强调了“学习”的元主题。关于学生学习的三个副主题出现了： 1. 教育工作者关注“学生为专业实践做准备的学习”，而不仅仅是他们的实地考察；2. 教育工作者在实地考察中“利用职业治疗技能促进学生学习”；3. 教育工作者认识到他们的专业和个人“背景影响学生的学习”。结论。实地工作教育工作者可以与学生合作，使他们的住宿与专业实践所需的学习成果相一致，并利用他们的职业治疗技能来协助实施。实地考察教育工作者需要时间和其他支持才能有效地与所有学生合作。