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Many individuals with disabilities require accommodations to support their full inclusion within post-secondary education and training programs. In this study, we examined the processes by which accommodations were developed and provided to two individuals with disabilities (‘self-advocate trainees’) participating in a graduate-level leadership training program using an exploratory descriptive case study approach. Data representing the type and frequency of accommodations provided to both self-advocate trainees and data from semi-structured interviews with one self-advocate trainee and her learning partner informed the case. Data were triangulated with faculty and research team records and notes to provide rich description of the processes and enhance the rigour of the overall study. Analyses included basic descriptive analyses and multiple rounds of qualitative thematic analysis. Findings suggest five types of accommodations were provided throughout the program duration. Although the frequency of accommodations decreased throughout the year, the self-advocate trainee and her learning partner who were interviewed expressed general satisfaction with the accommodations processes and offered suggestions for improvement. Faculty records and notes illuminated approaches that worked well and those that needed improvement. Study findings may inform models for enhancing the meaningful inclusion of people with disabilities within graduate-level professional training programmes and other post-secondary settings.

international journal of disability, development and education

Supporting the Participation of Individuals with Disabilities in a Graduate-level Leadership Training Program: Lessons Learned through a Case Study Approach