Practical and Ethical Considerations Related to Supporting Students and Practitioners With Disabilities

Abstract

People with disabilities comprise roughly 13% of the U.S. population, but fewer than 5% of occupational therapy practitioners identify as disabled. As we work toward the goals outlined in the American Occupational Therapy Association’s Vision 2030, this gap represents more than a disparity—it is an opportunity. Occupational therapy is uniquely positioned to lead the broader health care field in advancing disability inclusion across education, practice, and leadership. Qualified practitioners with disabilities bring lived experience that deepens empathy, strengthens clinical reasoning, and challenges outdated assumptions. Research supports what many of us have witnessed firsthand: Diverse teams that include qualified disabled professionals are more creative, compassionate, and effective in meeting complex needs. In this column, we offer practical strategies to help educators, employers, and professional leaders build a more inclusive and resilient profession. When we actively support qualified students and practitioners with disabilities—whether those disabilities are long-standing or newly acquired—we do not just remove barriers; we build a more resilient, responsive workforce that is capable and ready to meet the evolving needs of our world.

In this column, the authors offer practical strategies to help occupational therapy educators, employers, and professional leaders build a more inclusive and resilient profession.