Laura Yvonne Bulk
Biographic Data
| ID | 84808 |
|---|---|
| NAME | Laura Yvonne Bulk |
| GIVEN NAMES | Laura Yvonne |
| FAMILY NAME | Bulk |
| SIGNATURE | BULK L Y |
| AFFILIATIONS | The University of British Columbia, Vancouver, British Columbia, Canada |
| ORCID | 0000-0002-0245-0991 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 44 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 4 |
Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education
A socially accountable physician workforce must include disabled learners and providers. However, current Canadian Technical Standards (TS) for medical school admissions create barriers to their inclusion. These standards overlook advances in assistive technology, universal design, evolving inclusion practices, and legal protections. Replacing the TS required consensus, but traditional methods of achieving consensus on disability inclusion risk r…
Blurry Lines: Reflections on “Insider” Research
Insider research poses a range of benefits and challenges for researchers and the communities being researched. It is commonly advocated for disability research but there is limited work exploring disabled researchers’ experiences. Influenced by autoethnography and through a process of asynchronous structured conversations, we reflected on our experiences as two blind researchers. Through our collective reflective process and analysis, we created…
Negotiating legitimacy and belonging: Disabled students' and practitioners' experience
Through a Glass Brightly: Generative Ethical Tensions in Research-Based Theatre
This qualitative case study methodically explores ethical tensions that arose in the Research-based Theatre (RbT) project, Alone in the Ring (AitR), as a case. We borrowed Elliot Eisner’s set of tensions in Arts-Based Research (ABR), exploring the extent to which they manifested as ethical tensions in AitR. Following analysis of in-depth interviews with key project members, we identified five areas of ethical tension in AitR, adapting Eisner’s fr…
Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes
Students with disabilities face barriers to full participation in Health and Human Service (HHS) programmes. Few studies have focused on students’ experiences in practice placements, an aspect of HHS programmes which yield unique barriers. This study aimed to understand the barriers that disabled students in HHS programmes experience during practice placements and their perspective of how to better support and accommodate them. Disabled students …
Document Landscape: Exploring What Shapes Disabled Students ’Experiences in Practice- Based Education
Disabled students often face challenges in effectively meeting their learning and practicum requirements, even though institutions have policies in place to support access. Practice-based learning helps to ensure students have acquired sufficient practical knowledge of the field. It is used in many disciplines for effective skill development, and is mandatory for some accreditations, particularly in healthcare professional training. A wide array …
Learning about occupation together: An interdisciplinary graduate course
This paper outlines the approach to learning and knowing occupation adopted in a graduate level seminar focussed on the relationship between human occupation and society. Drawing on elements of transformational learning theory and critical pedagogy for the course design, instructors and students in the seminar engaged in a collective process of learning about occupation. Rather than focusing on the topical content of the course, this article outl…
Occupational rights, choice and variety: A critical occupational analysis of British Columbia’s Framework for Accessibility Legislation
Occupational science offers a uniquely valuable perspective to policy analysis. Using an occupational justice lens and an occupational rights perspective, I critically examine a local governing text: British Columbia Framework for Accessibility Legislation. My argument highlights occupational injustices and potential injustices that might remain hidden in the absence of an occupational perspective, with a particular focus on elements of choice an…
I Can Understand Where They're Coming From: How Clinicians' Disability Experiences Shape Their Interaction With Clients
Students and clinicians with disabilities are underrepresented in the academic health programs and professional clinical settings. Disability studies foregrounds the unique ways of knowing and being that clinicians with disabilities can offer. Based on a larger grounded theory study of the experiences of students and clinicians with disabilities, this article examines the role that clinicians' abilities to draw on their personal experiences of li…
Understanding Experiences in Hospice: Exploring Temporal, Occupational, and Relational Dimensions Using Pictor Technique
Temporality, occupation, and relationships are identified as discrete factors that impact quality of life for individuals at the end of life and those around them. However, scholars, practitioners, and educators require insights regarding whether and how interactions between these factors shape this quality of life. This study is framed by an understanding that meaning is negotiated between people through social interaction and occupational engag…
Professionalism and disabled clinicians: The client’s perspective
Disabled individuals are significantly underrepresented as care providers within the healthcare system. One of the institutional barriers are professional competencies established from an ableist viewpoint. We investigated the client’s perspectives on the professionalism of disabled clinicians. Focus groups and interviews were conducted with twenty-seven disabled and non-disabled participants. Participants were asked about their expectations and …
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
We are not anything alike’: Marginalization of health professionals with disabilities
Despite inclusive rhetoric, disabled peoples’ participation in the Health and Human Service (HHS) professions remains limited. This study explores the perspectives of individuals in the HHS sector regarding inclusion-related barriers and facilitators. We found three mechanisms that marginalize disabled people in HHS education and professions: dominant disabling discourses; discriminatory design within programmes and universities; and oppressive i…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
We are not anything alike’: Marginalization of health professionals with disabilities
Despite inclusive rhetoric, disabled peoples’ participation in the Health and Human Service (HHS) professions remains limited. This study explores the perspectives of individuals in the HHS sector regarding inclusion-related barriers and facilitators. We found three mechanisms that marginalize disabled people in HHS education and professions: dominant disabling discourses; discriminatory design within programmes and universities; and oppressive i…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
I Can Understand Where They're Coming From: How Clinicians' Disability Experiences Shape Their Interaction With Clients
Students and clinicians with disabilities are underrepresented in the academic health programs and professional clinical settings. Disability studies foregrounds the unique ways of knowing and being that clinicians with disabilities can offer. Based on a larger grounded theory study of the experiences of students and clinicians with disabilities, this article examines the role that clinicians' abilities to draw on their personal experiences of li…
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
Professionalism and disabled clinicians: The client’s perspective
Disabled individuals are significantly underrepresented as care providers within the healthcare system. One of the institutional barriers are professional competencies established from an ableist viewpoint. We investigated the client’s perspectives on the professionalism of disabled clinicians. Focus groups and interviews were conducted with twenty-seven disabled and non-disabled participants. Participants were asked about their expectations and …
Occupational rights, choice and variety: A critical occupational analysis of British Columbia’s Framework for Accessibility Legislation
Occupational science offers a uniquely valuable perspective to policy analysis. Using an occupational justice lens and an occupational rights perspective, I critically examine a local governing text: British Columbia Framework for Accessibility Legislation. My argument highlights occupational injustices and potential injustices that might remain hidden in the absence of an occupational perspective, with a particular focus on elements of choice an…
Understanding Experiences in Hospice: Exploring Temporal, Occupational, and Relational Dimensions Using Pictor Technique
Temporality, occupation, and relationships are identified as discrete factors that impact quality of life for individuals at the end of life and those around them. However, scholars, practitioners, and educators require insights regarding whether and how interactions between these factors shape this quality of life. This study is framed by an understanding that meaning is negotiated between people through social interaction and occupational engag…
The legitimization process of students with disabilities in Health and Human Service educational programs in Canada
Policy-makers have articulated the right to education for individuals with disabilities. Nevertheless, students with disabilities remain underrepresented in universities. Students in Health and Human Service (HHS) programs experience many unique challenges that disadvantage them, such as having to complete practicums. In-depth interviews were conducted with 12 students in HHS programs who identified as having a disability to explore the challenge…
We are not anything alike’: Marginalization of health professionals with disabilities
Despite inclusive rhetoric, disabled peoples’ participation in the Health and Human Service (HHS) professions remains limited. This study explores the perspectives of individuals in the HHS sector regarding inclusion-related barriers and facilitators. We found three mechanisms that marginalize disabled people in HHS education and professions: dominant disabling discourses; discriminatory design within programmes and universities; and oppressive i…
University gatekeepers’ use of the rhetoric of citizenship to relegate the status of students with disabilities in Canada
Despite affirmation that students with disabilities should have equal access to education, individuals with disabilities are still not participating to the same degree as individuals without disabilities, particularly within postsecondary institutions. Students in Health and Human Service (HHS) programs experience many unique challenges and disadvantages. In-depth focus groups and interviews were conducted with 14 university stakeholders in HHS p…
Professionalism and disabled clinicians: The client’s perspective
Disabled individuals are significantly underrepresented as care providers within the healthcare system. One of the institutional barriers are professional competencies established from an ableist viewpoint. We investigated the client’s perspectives on the professionalism of disabled clinicians. Focus groups and interviews were conducted with twenty-seven disabled and non-disabled participants. Participants were asked about their expectations and …
Occupational rights, choice and variety: A critical occupational analysis of British Columbia’s Framework for Accessibility Legislation
Occupational science offers a uniquely valuable perspective to policy analysis. Using an occupational justice lens and an occupational rights perspective, I critically examine a local governing text: British Columbia Framework for Accessibility Legislation. My argument highlights occupational injustices and potential injustices that might remain hidden in the absence of an occupational perspective, with a particular focus on elements of choice an…
I Can Understand Where They're Coming From: How Clinicians' Disability Experiences Shape Their Interaction With Clients
Students and clinicians with disabilities are underrepresented in the academic health programs and professional clinical settings. Disability studies foregrounds the unique ways of knowing and being that clinicians with disabilities can offer. Based on a larger grounded theory study of the experiences of students and clinicians with disabilities, this article examines the role that clinicians' abilities to draw on their personal experiences of li…
Understanding Experiences in Hospice: Exploring Temporal, Occupational, and Relational Dimensions Using Pictor Technique
Temporality, occupation, and relationships are identified as discrete factors that impact quality of life for individuals at the end of life and those around them. However, scholars, practitioners, and educators require insights regarding whether and how interactions between these factors shape this quality of life. This study is framed by an understanding that meaning is negotiated between people through social interaction and occupational engag…
Document Landscape: Exploring What Shapes Disabled Students ’Experiences in Practice- Based Education
Disabled students often face challenges in effectively meeting their learning and practicum requirements, even though institutions have policies in place to support access. Practice-based learning helps to ensure students have acquired sufficient practical knowledge of the field. It is used in many disciplines for effective skill development, and is mandatory for some accreditations, particularly in healthcare professional training. A wide array …
Learning about occupation together: An interdisciplinary graduate course
This paper outlines the approach to learning and knowing occupation adopted in a graduate level seminar focussed on the relationship between human occupation and society. Drawing on elements of transformational learning theory and critical pedagogy for the course design, instructors and students in the seminar engaged in a collective process of learning about occupation. Rather than focusing on the topical content of the course, this article outl…
Negotiating legitimacy and belonging: Disabled students' and practitioners' experience
Through a Glass Brightly: Generative Ethical Tensions in Research-Based Theatre
This qualitative case study methodically explores ethical tensions that arose in the Research-based Theatre (RbT) project, Alone in the Ring (AitR), as a case. We borrowed Elliot Eisner’s set of tensions in Arts-Based Research (ABR), exploring the extent to which they manifested as ethical tensions in AitR. Following analysis of in-depth interviews with key project members, we identified five areas of ethical tension in AitR, adapting Eisner’s fr…
Professional practice placement as a unique challenge for students with disabilities in health and human service educational programmes
Students with disabilities face barriers to full participation in Health and Human Service (HHS) programmes. Few studies have focused on students’ experiences in practice placements, an aspect of HHS programmes which yield unique barriers. This study aimed to understand the barriers that disabled students in HHS programmes experience during practice placements and their perspective of how to better support and accommodate them. Disabled students …
Blurry Lines: Reflections on “Insider” Research
Insider research poses a range of benefits and challenges for researchers and the communities being researched. It is commonly advocated for disability research but there is limited work exploring disabled researchers’ experiences. Influenced by autoethnography and through a process of asynchronous structured conversations, we reflected on our experiences as two blind researchers. Through our collective reflective process and analysis, we created…
Core Competencies for Students Entering Medical School: Reaching Pan-Canadian Consensus for Inclusive and Accessible Medical Education
A socially accountable physician workforce must include disabled learners and providers. However, current Canadian Technical Standards (TS) for medical school admissions create barriers to their inclusion. These standards overlook advances in assistive technology, universal design, evolving inclusion practices, and legal protections. Replacing the TS required consensus, but traditional methods of achieving consensus on disability inclusion risk r…
Psychology (13 works) · Sociology (11 works) · Political science (10 works) · Medicine (8 works) · Pedagogy (8 works) · Disability Education and Employment (6 works) · Medical education (6 works) · Public relations (6 works) · Disability Rights and Representation (5 works) · Social Psychology (5 works)