Student Clinical Accommodations in Speech-Language Pathology and Audiology Externships: A Survey Study

Abstract

Purpose: The number of individuals with disabilities enrolling in speech-language pathology and audiology graduate programs is increasing. While academic accommodations for classroom learning are well accepted, there is very little information regarding the feasibility of accommodations in external clinical placements. The goal of this article was to describe the current processes and the future feasibility of such accommodations. Method: External clinical supervisors completed a Likert-type survey regarding past experiences supervising students with disabilities, the types of requested accommodations, and the feasibility of the various types of accommodations in their setting. Results: Of the respondents ( N = 49), only nine individuals reported supervising at least one student with a disability. Most frequently, external clinical educators generally did not learn about the disability or need for accommodations until the student was already in the placement. Attendance modifications were the most frequently requested accommodation ( n = 6), followed by timing modifications ( n = 5) and load adjustments ( n = 4). External clinical educators reported coaching and support ( n = 33), the use of assistive technology ( n = 32), and timing accommodations ( n = 30) were the most feasible accommodations. Most respondents were definitely ( n = 23) or probably ( n = 21) willing to supervise a student with a disability. Conclusions: The study's findings show that students are not disclosing the need for accommodations until after the placement begins. External clinical educators are willing to support students with disabilities and describe a variety of accommodations that could potentially be implemented into external clinical placements.