Luz, materia y color

Twelve participants were recruited and were interviewed within the study (see appendix 10.13). The students, who participated in this research, were from a variety of backgrounds. Half of the participants (6) had studied to degree level previously and the majority (10) had a previous career prior to training to be an OT, with some continuing to work (5) whilst training. Participants who were or had studied on the full time, part time and part – time in-service of the programme were recruited. Most (10) participants were over 25, with 7 being between 35 and 55 years of age.

The majority of the participants had non evident or invisible disabilities e.g. Specific Learning Difficulties (SpLD), seizures, long term physical condition, mental ill health. Most of the participants, (7), had a diagnosis of a SpLD, either dyslexia or dyspraxia or both. Table 5 provides some demographic information about the participants. To protect the identity of participants pseudonyms have been used. Some participant information has been generalised to ensure that the participants can not be recognised.

Table 5 - Participant Information Summary

Name Age

Range

Gender Level of

Student

Diagnosis Diagnosed when Qualification

Valerie 40+ Female 3 Mental Ill Health During studies Completed university module

to access OT programme

Tracy 20-25 Female 2 SpLD Prior to entry to

programme

Completed A levels to access OT Programme

Natasha 26-39 Female 2 Long term physical condition

which impacted upon her mental health

Prior to entry to programme

Previous degree

Tina 40+ Female New

graduate

Physical disability resulting in seizures and fatigue

Prior to entry to programme

Unknown

Hannah 20-25 Female 3 Mental Ill Health Prior to entry to

programme

Completed A levels to access OT programme

Carmel 40+ Female 1 SpLD and Musculoskeletal

injury

Prior to entry to programme

Previous studies to Masters level

Robert 20-25 Male 1 SpLD Formally diagnosed during first term at university

Previous degree

Amanda 26-39 Female 2 SpLD Formally diagnosed

during first term at university

Previous degree

Andrew 40+ Male New

graduate

SpLD During level 2 studies Previous degree

Cathy 26-39 Female New

graduate

Sensory impairment Prior to entry to

programme

Previous degree

Vicky 40+ Female 1 SpLD Prior to entry to

programme

Initiated 2 previous degree programmes.

David 40+ Male 2 Physical injury resulting in

some cognitive impairment and SpLD

Prior to entry to programme – non- specific brain injury. Dyslexia diagnosed during first term at university

Previous degree, studied access course to access OT programme

Most participants (8) had, had their primary diagnosis prior to enrolling on the OT programme and had declared their disability within their application, enabling them the opportunity to be assessed by the central disability support team. Most of these students (7) therefore had their equipment, software and support systems in place, prior to commencing the programme.

Velde et al (2005) and Jung et al (2014) identified individual and

environmental factors which influenced the occupational performance of the participants within their studies. Both studies, however, appeared to focus greater attention on the influence of the environment as either an enabler or a barrier to success for the student with a disability studying OT. Perhaps indicative of the influence of the Social Model of Disability (Oliver, 1983), although this was not explicitly considered by the authors of the studies. The current study also identified the environment as an important factor. However, the significance of the individual and their personal journey was also

paramount in the participant’s narratives, perhaps, as a result of considering the findings in the context of an OT model of practice.

Through data analysis, it became apparent that each individual had

experienced a journey of highs and lows, described by Natasha and Valerie as a ‘rollercoaster’. This therefore formed the overarching theme, which is inextricably linked to all other themes. During this developmental journey, all participants demonstrated their determination for success, often signifying the potential climb to the pinnacle of the ‘rollercoaster’, which led to the

development of the ‘like a bull at a gate’ theme. The majority also appeared to experience pivotal events, signifying the ultimate lows of their journeys, which is depicted in the theme ‘that was when the bubble burst’. For many however, the journey was one of hope and optimism, with some describing a

therapeutic journey of recovery and healing, resulting in the identification of the ‘heal thy self’ theme. It appeared that as their OT identity developed and they learnt more about themselves and through experiential and in some cases transformational learning some participants experienced the

OT. The final theme describes the hopes and optimism felt by some (Valerie, Natasha, Andrew, Robert) when considering their future, ‘the world is my oyster’. This theme was not applicable to all participants. For some (Carmel, Vicky), it was perhaps too early in their studies to consider their future as a qualified Occupational Therapist, for others (Tina, Cathy) they were pre- occupied by not being able to secure a job and David was contemplating his future on the programme. ‘The world is my oyster’ reflected the significant impact and opportunity that those who viewed the future favourably believed that becoming an Occupational Therapist would offer them. Many themes are interwoven and were difficult to separate. Figure 1 shows the

Figure 1 – The Interconnectedness of Super-ordinate and Sub-ordinate Themes