Abstract
Occupational therapy practitioners are uniquely qualified to help students with disabilities adapt to academic, independent living, social, and mobility demands of postsecondary education settings (American Occupational Therapy Association [AOTA], n.d., 1998, 2013; Dirette, 2019; Kornblau, 1995). Transitioning to postsecondary education (Mamboleo et al., 2015) and then to fieldwork (Kornblau, 1995) can be challenging for students who may be unsure of how their disabilities will impact them or their future career. This chapter will provide an overview of inclusion and laws related to student disability in postsecondary education, discuss considerations for placement and reasonable accommodations, and provide practical suggestions for designing and evaluating Level I fieldwork experiences that set up occupational therapy and occupational therapy assistant students with disabilities for success. In addition, collaborative strategies for maximizing student learning while addressing unexpected situations related to disabilities will be discussed, and postplacement recommendations will explored.