ABSTRACT This study explores the practical placement experiences of students with disabilities who are attending professional higher education in Norway. Despite legislative regulations to promote equal opportunities, many students with disabilities face barriers to participation in higher education. In professional education, practical placement is a part of the curriculum. However, the transition from the campus classroom to practical placement puts an extra demand on the students to disclose their disabilities and request accommodation; it also puts demands on academic staff and placement supervisors to arrange support. Based on interviews with 14 students in teacher, social work and healthcare programmes, the study highlights the opportunities that placement gave these students to experiment with the demands of work, learn about their own capacity, and test out solutions for accommodation. Practical placement was also an arena where the students worked hard to develop and demonstrate their resources as proficient future professionals. However, due to structural barriers and insufficient planning, the students risked not being able to cope with the demands of placement and to demonstrate their proficiency. The study revealed that planning prior to placement was essential in providing optimal opportunities for students with disabilities to learn and to market their employability.

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“我为工作生活做出了贡献” –残疾学生在实习期间展示了就业能力

摘要本研究探讨了在挪威接受专业高等教育的残疾学生的实际实习经历。尽管有促进平等机会的法律法规，但许多残障学生仍面临接受高等教育的障碍。在专业教育中，实际实习是课程的一部分。但是，从校园教室到实际安置的过渡对学生披露残障和要求住宿提出了额外的要求。它还要求学术人员和实习指导人员安排支持。根据对14位学生的教师，社会工作和医疗保健计划的访谈，该研究强调了实习机会为这些学生提供了实验工作需求的机会，了解自己的能力，并测试住宿解决方案。实用的实习也是一个舞台，学生们会努力学习并展示他们作为熟练的未来专业人士的资源。但是，由于结构上的障碍和规划不足，学生冒着无法应付分班要求和证明自己的熟练程度的风险。该研究表明，安置工作之前的计划对于为残障学生提供学习和推销其就业能力的最佳机会至关重要。学生冒着无法应付入学要求和证明自己的熟练程度的风险。该研究表明，安置工作之前的计划对于为残障学生提供学习和推销其就业能力的最佳机会至关重要。学生冒着无法应付入学要求和证明自己的熟练程度的风险。该研究表明，安置工作之前的计划对于为残障学生提供学习和推销其就业能力的最佳机会至关重要。