Some time ago a colleague approached me about specialist input regarding work-integrated learning for students with disabilities. I am now rather embarrassed about my initial reaction, something to the effect of:
People need to make sure before they register for a qualification that it would be feasible to complete the required work-integrated learning.
I still used the example of a person that is blind, cannot become a surveyor, where sight is essential. My reaction had been so old paradigm (medical model): focusing on what persons with disabilities could NOT do - deficits prohibiting.
I am grateful for my colleague's calm assertiveness and persuasion. She ended up asking me to write a chapter for staff guide.
I started with literature searches, but initially found very little. I applied my creativity regarding search terms and eventually found some most valuable sources. Perusing the source material had been an eye-opener and learning experience for me. I've put a draft (Download Making work-integrated learning accessible to students with disabilities) together, which I'd be grateful to receive critique about.
I have since repositioned myself and embaced the social model, which focuses on the abilities of the person with disability and works towards a society for all.