Conceptualising responsibility and hostility within work-integrated learning placements for students with disabilities

The expectation for universities to support students' employability through work-integrated learning placements demands investigation into how opportunities are inclusive to students from a diversity of backgrounds. In this paper, we explore the experiences of students with disabilities during work placements, drawing on qualitative data collected through six focus groups with students (n = 27). Analysed through the frame of stigma, the results show how students bear an unfair burden of responsibility in their placement experiences, as they shoulder consequential decisions to disclose and/or request accommodations to support their learning. In this study, work placement environments were often somewhat hostile, both in relation to their built environments but also through the bias and/or prejudice of others. The results shed light on the difficulties that students with disabilities face in their placements and underscore how educational equity is multi-layered, requiring scrutiny of the student life-course including access to opportunities in professional fields.Points of interestDespite work integrated placements often being positioned as opportunities for students to 'try out' authentic work experiences during their time at university, placements are not inclusive to students with disabilities.Students with disabilities shoulder an unfair responsibility in their work placement experiences, where they must negotiate the decision of disclosure and/or request for accommodations.Students reported hostile work placement environments, and cultures of exclusion, demanding more investigation into how universities can ensure safe and appropriate learning environments for students on placement.Students recommend greater education and training for placement teams (i.e., academic unit chairs, professional coordinators) and industry supervisors to reduce stigma and combat entrenched assumptions about disability.Universities themselves must also reflect and act on how to support inclusive cultures, including supporting training and policy that embed a strengths-based lens of disabilities.