"Introduction: Individuals with disabilities (approximately 20% of the population) experience discrimination and health disparities. Medical school must equip students with expertise to care for patients with disabilities and to identify ableism. Yet, few schools provide curricula that offer a sociopolitical lens for understanding this topic. We developed a disability and ableism curriculum to address this gap. [...] Discussion: Through innovative and participatory activities, this small-group session introduced students to important topics such as ableism, the social model of disability, disability history and culture, and health disparities. Our work suggested that creating curricula to equip students with structural frameworks for understanding disability—a topic underrepresented in medical curricula—stimulated student interest and commitment."
"By the end of this session, learners will be able to:
1. Discuss the concept of disability.
2. Describe barriers to effective health care for individuals with disability.
3. List several possible causes of provider discomfort in caring for individuals with disability.
4. Delineate a four-part framework for approaching individuals with disability in a clinical encounter.
5. Appraise personal comfort level and preparation to approach a patient with disability pre- and postsession."
"Medical schools should play a pivotal role in efforts to produce physicians who are knowledgeable about the needs of patients with disabilities, yet only a handful of medical schools offer formal content about disability and this rarely reaches a broad cross section of students. This paper describes a curriculum for teaching medical students about disability at Tufts University School of Medicine where people with disabilities, in the role of "standardized" patients, portray patients with a common primary care complaint in simulated medical interviews, and give narrative feedback to students about their behaviors, attitudes, and skills in the interview. In recognition of the importance of the feedback aspect of the interview and of the standardized patient's role as an authority, information giver, and teacher, we use the term "standardized patient educator" to describe their role. The goal of the curriculum is to improve medical students' preparedness for communicating with persons with disabilities, regardless of their eventual specialties."
"Improving Access to Health Care for People with Disabilities is intended to help senior, disability, and affinity organizations to develop their capacity to assist people with disabilities access health care and long-term services and supports (LTSS). This tool will also increase the organizational capacity of senior, disability, and affinity organizations to advise Medicaid Managed Care Organizations about methods to assure access, equal and effective treatment, and appropriate accommodations for members and others with disabilities."
"The Coalition for Disability Access in Graduate Health Science and Medical Education consists of disability providers from some of the most prestigious medical schools in the country. Hosted by UCSF, the Coalition facilitates a list-serv to assist disability service providers and administrators with disability related questions. The coalition also hosts a yearly symposium addressing the unique needs of disability providers in the health sciences.
This webinar, recorded on April 14, 2015 first in a series, introduces medical schools to the coalition and provides an overview about the prevalence of SWD in medical education, legally mandated services, effective collaboration, the need for disability expertise in medical education, the mission and initiatives of the coalition, as well as information about joining the list-serv."
"The report highlights key considerations that leaders in academic medicine can implement to increase meaningful access for learners with disabilities, including:
• Incorporate considerations for individuals with disabilities into all diversity and inclusion initiatives
• Designate and resource disability providers who are knowledgeable about medical integration
• Integrate best practices in disability as well as accessible and respectful language into curricula and pedagogy
• Take a universal design approach to both physical space and learner activities and experience
• Normalize help-seeking behaviors and facilitate access to wellness services
• Provide ongoing professional development for faculty and staff."
"• Learning Objective 1: Illustrate the necessity of incorporating disability education into undergraduate medical curricula in the U.S.
• Learning Objective 2: Provide an example of medical school curriculum changes made possible by the National Curriculum Initiative in Developmental Medicine’s (NCIDM) Medical School Partners Grant.
• Learning Objective 3: Exchange ideas regarding curriculum improvements as well as the most effective teaching modalities to improve medical student competency in caring for patients with disabilities."
"The Alliance for Disability in Health Care Education, Inc. (ADHCE), is a not-for-profit organization of educators and faculty in the healthcare professions (medical, nursing, social work, public health, physical therapy, occupational therapy, and others) who are working to integrate disability-related content and experiences into health care education and training programs.. Through journal publications, conference presentations, and representation on advisory panels and workgroups, the Alliance strives to ensure that the need for disability-related education and training in health care is recognized and addressed."
"We must leave evidence. Evidence that we were here, that we existed, that we survived and loved and ached. Evidence of the wholeness we never felt and the immense sense of fullness we gave to each other. Evidence of who we were, who we thought we were, who we never should have been. Evidence for each other that there are other ways to live--past survival; past isolation."
We the Future - Lydia X. Z. Brown by Kate DiCiccio for Amplifier Art
Call Number/Physical Location
Unprocessed in PR 13 CN 2020:121, no. 4 [P&P]
Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA
"It is estimated that almost 13 percent of the total U.S. population has a disability. Nearly 11 percent of adults ages 18 to 64, and 35 percent of adults age 65 or older, have a disability. [...] Accessibility of health care clinics, hospitals and other facilities in which patients receive care by a health care professional is essential to ensuring people have the ability to obtain the care they need when they need it."
"This article explains barriers faced by disabled people in obtaining access to healthcare, including lifesaving treatment during the COVID-19 pandemic. Ableism can affect quality of life determinations and result in discriminatory behavior, unfairly costing disabled lives. Psychologists are positioned to advocate for social justice alongside the disability community by including disability in research, promoting meaningful inclusion in training and education, and leveraging roles in health care practice and leadership."
"Individuals living with disabilities are underrepresented in the physician workforce, despite benefits of inclusion. This article describes how both ableism in admissions processes and expectations set by technical standards can perpetuate harm. The authors advocate for active attention to disability diversity and equity in medical school admissions."
"The report lays out the ways structures, culture, and climate—both in institutions and academic medicine writ large—generate barriers and supports to education. Barriers that follow from certain structural arrangements include:
• Uninformed disability service providers
• Lack of clear policies and procedures
• Lack of access to knowledge about nuanced clinical accommodations and assistive technology
• Lack of access to other meaningful accommodations
• Failure to publicize technical standards and to provide information on accessing accommodations"
"Nearly one-fifth of the U.S. population has a disability, and many of these Americans experience disparities in the health care they receive. In part, these health care disparities result from a lack of understanding about disability by health care providers. The education of physicians is grounded in a biomedical model that emphasizes pathology, impairment, or dysfunction, rather than a social model of disability that focuses on removing barriers for individuals with disabilities and improving their capabilities. [...] At present, medical students and residents with disabilities face structural barriers related to policies and procedures, clinical accommodations, disability and wellness support services, and the physical environment."
"The historical relationship between health care professionals and people with disabilities is fraught, a fact all the more troubling in light of the distinctive roles clinicians play in both establishing and responding to that which is considered normal or abnormal by society at large. Those who wish to improve their clinical practice might struggle, however, to keep up with developments across numerous disability communities as well as the ever-growing body of disability studies scholarship. To assist with this goal, I offer an overview of recent disability theory, outline a set of responsibilities clinicians have to disability communities, and provide recommendations for clinicians who hope to justly treat patients with disabilities and improve their care and health outcomes."
"The term “ableism” can be defined as practices or policies that treat people with disabilities as if they were invisible, disposable and less than human, while taking for granted able-bodiedness as humanity’s default state.1 Ableism is a force I have had to negotiate and resist all my life, even though I wasn’t fully aware of it as a form of oppression until I entered a PhD program in English and Cultural Studies at McMaster University at age 39. There, I completed a dissertation on the representations of somatic pain within settler- and Indigenous-authored fictional texts.2 Guiding my thinking while I wrote the dissertation was not only an archive of biomedical sources that included Ronald Melzack,3 a name I knew from my training as a medical doctor almost 2 decades earlier, but also giants in the field of disability studies like Lennard Davis,4 Petra Kuppers5 and Tobin Seibers.6 After investing in this new learning, I capitalized on a lifetime of exclusion and derision and became politically active seemingly overnight, engaging in a host of activities designed to promote and assist the fates of my people, the mentally ill."
"Medicine has traditionally been viewed as a benevolent discipline in which every human life is valued equally, without any form of prejudice or discrimination. Although this may remain the ideal to which medicine aspires, the reality is that, as individuals, medical professionals are not immune to the influence of dominant societal understandings of, and attitudes toward, individuals and groups of people deemed to be “others.”
Galli and colleagues observe that “[d]espite their intentions, personal goals and normative expectations, even health professionals are unconscious bearers of implicit social biases that affect the quality of professional interventions.”1 They further contend that “[i]mmediately, and from early life and thereafter, people perceive individuals with disability as ‘vulnerable’ and of low competence, and, accordingly, treat members of this group differently.”1 Consequently, people with disabilities often continue to experience social devaluation on account of their disabilities (i.e., ableism), despite the fact that the last few decades have seen an increased awareness and a decreased social acceptability of discrimination based on other characteristics such as race (i.e., racism) and gender (i.e., sexism). People with disabilities thus remain subjected to ableist attitudes in many sectors, including — often especially — the health care system."
"There currently exists an exciting impetus for increased diversity among medical trainees and improved equity in medical care received by patients. Yet, inclusion of disability within these efforts is often forgotten, allowing the current cultural narrative of ableism to shape medical training. National structural challenges as early as medical school admissions and ableist barriers throughout the educational pipeline have yielded 1) a concerningly low prevalence of medical students and physicians in the US who identify as disabled and 2) propagation of systemic misunderstandings on disability in our healthcare system. This perspective addresses the need for a re-evaluation of diversity in medicine which includes ability status and a commitment to anti-ableism as a critical part of the conversation. We propose reforms and important considerations that could have meaningful implications necessary for improving the culture of disability inclusion in medical education."
"Individuals living with disabilities are underrepresented in the physician workforce, despite the known benefits of disability inclusion. As noted by former American Medical Association (AMA) president, Barbara McAneny:
“One requirement to advance health equity is to promote greater diversity among medical school applicants and enrollees.”
Yet both ableism in medical schools' admissions processes and expectations set by technical standards for the physician workforce can perpetuate historical patterns of exclusion in health care settings, as argued in this recent article in the AMA Journal of Ethics. Patients with disabilities receive substandard health care and have unequal access to health care services and barriers for persons with disabilities to enter the medical profession will undermine commendable disability awareness efforts for clinicians."
"As we approach 30 years since the passage of the ADA in 1990, the absence of a clear federal rule in this area raises questions about how to improve access to medical diagnostic equipment for millions of Americans with disability, many of whom face considerable difficulty getting care because of inaccessible equipment in public and private health care settings."
"Mobility disability is the most common disability among adult Americans, estimated at 13.7% of the US population. Cancer prevalence is higher among people with mobility disability compared with the general population, yet people with disability experience disparities in cancer screening and treatment."
"Some provisions of the Affordable Care Act should extend the advances made by the Americans with Disabilities Act, passed in 1990. But the persistence of health disparities and barriers to care for people with disabilities indicates that more remains to be done."
"Concerns coalesced around 4 broad categories: communication experiences with people who are deaf or hard of hearing, communication with people who are blind or have vision impairment, communication with people who have intellectual disability, and recommendations for improving communication."