‘Patient’ or ‘professional’? Negotiating accommodations and identity in fieldwork education

Abstract

AbstractIntroductionDespite legislation mandating accommodation policies in postsecondary education, support for students with disabilities is often not implemented within health and human services (HHS) education programs, particularly in fieldwork settings. As part of a Canada‐wide study exploring the experiences of disabled students in 10 HHS programs, we examined how HHS students described their experiences accessing accommodations in fieldwork to understand how conceptions of disability relate to students' fieldwork experiences. Using a critical disability studies framework, we explored how HHS fieldwork education understands disability, accommodations and professional competence and what those understandings reveal about the discrepancy between mandated accommodations and what happens in practice.MethodsThirty‐five students requiring accommodations in HHS fieldwork education participated in interviews. Through a critical interpretive analysis of interview data, we developed first‐person composite narratives to show the richness and complexity of the students' diverse, yet similar, subjective experiences with fieldwork accommodations.FindingsTwo composite narratives demonstrate how conceptions of disability incommensurate with professional competence expectations influenced student experiences with disclosing disability and obtaining accommodations in fieldwork. Fear of stigma and having one's competence questioned, or having accommodation requests denied for being misaligned with professional expectations, demonstrate how HHS fieldwork education and practice are upheld by ableist systemic structures.DiscussionThe dominant medical model of disability in HHS education creates institutional barriers that require students to constantly (re)construct their ‘professional’ identity in relation to their ‘patient’ identity. This patient–professional identity construction relates to HHS professional competency standards and assumptions about what makes a ‘good’ professional. Suggestions include reworking competency standards and implementing critical pedagogical approaches to teach future and current HHS professionals to question both personal and practice assumptions. With institutional backing, such changes may support diversity within HHS and a culture shift toward more equitable education and health care.