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Elizabeth MacNeil

During her time in the MScOT program, Elizabeth MacNeil was busy. As co-president of the Occupational Therapy (OT) Development Committee, she organized events such as gift exchanges and fun runs, and coordinated a class trip to Jasper. She also founded Dian Fossey's OT Posse, a running group that brought together more than 70 participants from both years of her MScOT program to take part in the Jasper Half Marathon. Outside of her program, MacNeil continued to work as a developmental aide for children with autism. 

For MacNeil, however, the work wasn’t about having fun and receiving awards. At the heart of all of her efforts, there is a desire to offer a feeling of inclusivity, connection and belonging to people so they know they are welcome and valued.

Ahead of Spring 2025 Convocation, MacNeil shared the passions she found while in her program, her favourite spots on campus and how she plans to use her skills and personal experience to continue to empower people to live full, independent and joyful lives.

What drew you to occupational therapy?

I’m truly passionate about occupational therapy  because it’s a profession centred around helping people engage in the activities that are most meaningful to them. We create empowering, person-centred solutions that support meaningful participation in everyday life.

As an autistic person, I’ve experienced firsthand the incredible impact occupational therapists can have. I’ve seen how skilled and compassionate they are in supporting people to thrive in ways that are truly suited to their individual needs. That’s what inspired me to pursue this path — to contribute meaningfully, be a leader in the field and help others engage in what matters most to them in the ways that work best for them.

I believe autonomy and participation are the core of what really matters. Occupational therapy isn’t just about promoting independence for its own sake: it’s about supporting people in doing what they want and need to do in ways that are functional, meaningful and right for them. If that involves assistance or support, that’s absolutely fine and good and normal. What’s most important is that the person has autonomy — the ability to make choices and be in control of how they live and participate. OTs have a powerful role in advocating for this kind of inclusive, person-centred care, where goals are not just generic improvements in ability, but are deeply rooted in what is meaningful and valuable to each individual.

What are you most proud of from your time in the program?

I’m proud of my academic achievements, but what matters most to me are the relationships I’ve built, the inclusive environment I helped create, and the difference I was able to make as a leader in our cohort. Whether through deep friendships or genuine conversations, I made an intentional effort to connect with each person and help them feel included, welcome, and like they belonged. I believe this contributed to my own sense of connection and community as well to the overall closeness and spirit of our cohort.

I’m also incredibly proud of the advocacy work I did to make our program more inclusive and accessible. One of the most impactful outcomes was helping ensure accommodations are now available for the objective structural clinical examinations, thus removing significant barriers to success for disabled students like myself. This change promotes equity and supports the success of all students, and I’m honoured to have been part of that progress.

How did you stay motivated when things got tough?

I stayed motivated by reminding myself of my end goal: having a meaningful impact in people’s lives. This motivation was continually reinforced through incredible fieldwork experiences and inspiring educators, particularly my placements with Ann at the Glenrose Rehabilitation Hospital and Kara at Shepherd’s Care. I was deeply motivated by the clients I supported as a developmental aide; their resilience reminded me why this work matters.

The encouragement and camaraderie of my classmates, and knowing that we are all navigating the same intense academic workload, helped me stay connected in it together and realize I can do hard things. The unwavering support of my parents and sister played a huge role in helping me stay focused, motivated and resilient as well.

What was your go-to spot on campus? 

My go-to spots on campus were Corbett Hall, ECHA and various U of A libraries. I especially enjoyed rotating between study spaces throughout the day, which helped me stay focused and regulated — something that’s really important for me, especially during finals. I prefer very quiet environments to stay on task, and I really appreciate that our campus offers several quiet floors in the libraries. Having access to those calming spaces made a huge difference in my ability to focus and succeed academically.

Did you learn anything new about yourself during your clinical placements?

Each of my four fieldwork placements in my program gave me unique learning opportunities and personal growth. 

Throughout the program, I also completed four fieldwork placements, each of which offered unique learning opportunities and personal growth. One of the most life-changing experiences for me was my Level 1A placement at the Glenrose Rehabilitation Hospital in inpatient pediatric neuromuscular rehabilitation with my incredible preceptor, Ann. There, I discovered my ability to meaningfully connect with children of all ages and diagnoses, as well as their families. One family even told me I made a life-changing difference for them. That experience was life changing for me as well, and will always stay with me.

Another pivotal experience was my Level 3A placement in long-term care with my amazing preceptor, Kara. I learned how meaningful and enjoyable working with older adults can be and began to truly trust in my own clinical reasoning and abilities. I also gained confidence in working as part of an interdisciplinary team, navigating real-life challenges collaboratively and effectively.

My final placement was in Lac La Biche, where my preceptor, Meghan, gave me the opportunity to further develop my advocacy, leadership and public speaking skills. One of the highlights was presenting to the ¾ÅÐãÖ±²¥ College of Occupational Therapists’ provincial council about the importance of presuming competence and creating better support systems for non-speaking individuals. That presentation was a proud moment, and one I’ll carry forward in my practice.

During my time in the program, I worked continuously as a developmental aide, supporting autistic children in reaching meaningful, neurodiversity-affirming goals and fostering authentic connections. The role taught me a great deal about communication, advocacy and the importance of individualized, respectful care.

Together, these experiences helped me further grow my passion for supporting pediatric clients and uncover my passion for geriatric care, deepen my commitment to inclusive and client-centered practice, and grow into a confident, reflective practitioner. I will continue to draw on everything I’ve learned from my clients, coworkers, and mentors as I build my career as an occupational therapist.

What advice would you give to a student thinking of entering this program?

The advice I would give to a student entering the MScOT program is to study hard, but also remember that it’s not all about academics and grades — you already got into the program. It’s about the actual connection to real life and practice as well as working with others and applying some of the best learning from your peers, professors, and preceptors outside of what is on the tests and assignments. Focus on truly learning and understanding the material, not just memorizing and using for the test only to later forget. This is your future career, and authentic learning will empower you to become a better therapist.

Also, make time to connect with your peers. Building those relationships made a huge difference for me. I met amazing people and formed lifelong friendships that supported me throughout the program and will continue to matter well beyond it.

What comes next for you in your career and personally?

I am currently working as an occupational therapist in long-term care, an area that continues to inspire me, especially thanks to my incredible mentor, Kara. Through her guidance, I’ve learned how to make a meaningful difference in the lives of residents and their families, and I’m so grateful to Kara for teaching me how to approach this work with care and purpose.

In addition to my clinical work, I continue to advocate for change. This year, I’ve had the opportunity to give several keynote speeches on supporting autistic students and youth, with a focus on meaningful goal setting, authentic communication and the presumption of competence and capability.

Looking ahead, I hope to return to working with pediatrics on a part-time basis while continuing my role in long-term care. I’m passionate about supporting autistic children and their families, helping them reach their full potential in a neurodiversity-affirming way, with an emphasis on regulation, connection, and augmentative and alternative communication methods.

I’m also excited to continue growing as a leader in the OT community, contributing to advancements in the field and advocating for practices that truly support all individuals in reaching their goals not just in gaining independence, but in promotion of their autonomy and meaningful participation.