Centering a Justice-Based Approach to Disability Inclusion in Medical Education.

Abstract

Abstract: Despite institutional efforts to promote diversity and inclusion, medical education continues to marginalize students with disabilities through persistent structural, cultural, and procedural barriers. Inaccessible learning environments, inadequate accommodations, and entrenched ableist attitudes contribute to inequitable educational experiences and outcomes for disabled students. These barriers are further compounded for individuals who hold intersecting marginalized identities, particularly those who are racially and ethnically underrepresented in medicine. This commentary applies the disability justice framework-a praxis developed by disabled queer and trans activists of color-to critically examine the limitations of current inclusion efforts within academic medicine. By analyzing the framework's 10 guiding principles, the authors identify systemic gaps and propose concrete, equity-driven strategies for transforming medical education. Recommendations include integrating intersectionality into curricula, adopting universal design, revising technical standards, elevating the leadership of disabled individuals, and embedding structural accountability. Operationalizing disability justice enables medical institutions to move beyond performative inclusion, dismantle ableist norms, and foster educational environments in which all trainees-particularly those at the margins-can thrive.