Learning in a fieldwork setting is a requirement of many professional postsecondary programs, and prominent in health professions education. However, fieldwork education requirements can create additional challenges for disabled students. Academic coordinators, who are responsible for students’ placements, hold an important role in supporting disabled students in their fieldwork education. Nevertheless, studies on the roles and experiences of academic coordinators supporting students who require accommodations are limited. This exploratory study examined the perspectives of academic coordinators regarding their practices in supporting disabled students in health professions programs. The study employed a mixed methods design. Fifteen academic coordinators from occupational therapy programs completed a quantitative survey. Then, five of the academic coordinators participated in semi-structured interviews that supported the interpretation of the quantitative results. Academic coordinators faced complex barriers in providing disabled students the support they needed to succeed in fieldwork. Two main themes emerged: (1) ACs constantly navigated tensions with institutional norms regarding fieldwork and (2) ACs manage fieldwork accommodations within ever-changing human dynamics and social norms. Collaborative practices with fieldwork educators enabled the academic coordinators to overcome some of these barriers and create a more inclusive fieldwork education experience for disabled students. Further institutional and community resources are required.

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