Exploring and Enhancing the Accommodations Process for Disabled Students in Occupational Therapy Education: An Action Research Study

Document Type (Journals)

Original Research

Abstract

The study aimed to explore barriers and supports to the accommodations process for disabled occupational therapy students from the perspectives of disability resource professionals, faculty, and students; identify actionable recommendations; and implement actions to better support students with disabilities. This action research study, guided by the Look-Think-Act Action model, recruited students, faculty, and staff from one Master of Occupational Therapy program. Focus groups, individual interviews, and a priority survey were conducted. Data were analyzed using thematic analysis. Action steps were discussed in the action planning group and the research team implemented feasible recommendations. Twenty-four students, disability resources professionals, and faculty members participated in interviews, 23 completed the priority survey, and eight attended the action planning group. Findings provided each party’s unique perspectives about barriers and supports related to initiating, accessing, and implementing accommodations during the didactic and clinical portions of occupational therapy education. Priorities for actions included incorporating universal design, providing training, and establishing clear roles and responsibilities, and actions were taken to address them. The study’s process and resulting actions offer a model for healthcare education programs working to improve inclusion and access for disabled students. Although meaningful changes were achieved, sustained and expanded progress will require broader institutional commitment.

Biography

Danbi Lee, PhD, OTD, OTR/L is an Associate Professor in the Department of Rehabilitation Medicine, Core Faculty in the Disability Studies program, and Faculty Affiliate with the Center for Health Workforce Studies at University of Washington, Seattle. Her research focuses on disability-related equity issues within healthcare and health workforce education.

Emma Gregg, OTD, OTR/L is a PhD candidate in the Division of Rehabilitation Science, Department of Rehabilitation Medicine at the University of Washington in Seattle, WA. Her scholarly interests include disability identity and inclusion in healthcare education.

Keri DeGroot, OTD, OTR/L is an Assistant Teaching Professor in the Division of Occupational Therapy, Department of Rehabilitation Medicine at the University of Washington in Seattle. Her research focuses on disability inclusion and equity in OT education.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Lee, D., Gregg, E., & DeGroot, K. (2026). Exploring and Enhancing the Accommodations Process for Disabled Students in Occupational Therapy Education: An Action Research Study. Journal of Occupational Therapy Education, 10 (3). Retrieved from https://encompass.eku.edu/jote/vol10/iss3/16