Date of Conferral

11-5-2025

Date of Award

November 2025

Degree

Doctor of Social Work (DSW)

School

Social Work

Advisor

Debora Rice

Abstract

The number of students with disabilities is increasing, yet little is known about how graduate social work students navigate accommodation during field placements. This study addressed the limited understanding of Master of Social Work (MSW) students’ experiences applying Americans with Disabilities Act (ADA) accommodations in practicum settings. How accommodations are managed can determine whether disabled students gain equitable access to training and the profession. The purpose of this exploratory qualitative study was to examine how MSW students with disabilities describe their experiences with applying ADA accommodations during field placements. Critical disability theory guided the study, emphasizing ableism and structural barriers within accommodation processes. Ten current or recently graduated MSW students with disabilities participated in semi-structured interviews. Data, including transcripts and field notes, were analyzed using thematic analysis. Five themes emerged: (a) the nature of disability, (b) field placement as a critical challenge, (c) institutional barriers and bureaucracy, (d) exhausted self-advocacy, and (e) recommendations for change. Findings indicate that disability is dynamic and deeply intertwined with academic and institutional contexts, while accommodation processes often place the burden on students. Recommendations include proactive field placement practices and curricula that anticipate accommodation needs. The implications for positive social change include the potential for educators, administrators, and policymakers to create more inclusive structures, reduce barriers, and support the success of disabled students in social work.

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