Abstract
In recent years the number of students with a disability entering post-secondary educational programs has increased, with statistics showing 12% of students at the post-baccalaureate level reporting a disability (National Center for Education Statistics [NCES], 2019; Ozelie et al., 2019). This represents a tremendous growth that directly impacts occupational therapy programs. The American College Health Association (2021) National College Health Assessment III found that 40.9% of respondents reported that anxiety negatively impacted their academic performance, 47.7% indicated that depression impacted academic performance, and 41.3% stated that stress had a negative impact. With this rise of post-secondary students with disabilities on college campuses, and the more common negative impact on academic performance, it is evident a disability can keep a student from completing their program(s) successfully. It is important that fieldwork educators (FWeds) are knowledgeable about how to navigate and successfully support a Level II fieldwork student that may disclose a disability.