Call for Submissions: Journal of Humanities in Rehabilitation Physical Therapy Student Essay Contest 2025-26
In collaboration with the American Council of Academic Physical Therapy
(JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education. The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Context
One definition of curiosity is “an eager desire to learn; a deep interest in others’ concerns.” In rehabilitation, curiosity might be understood as the work of resistance against assumptions, biases, or textbook answers when relating to patients, peers, or yourself as a learner. It can foster deeper understanding, empathy, and more holistic care.
Prompt
What experience, in the classroom or the clinical setting, has challenged your assumptions and deepened your sense of curiosity as a physical therapist? How has this experience shaped your understanding of what it might take to remain deeply curious, even after years of clinical practice?
Additional Guidelines
We are truly curious about your thoughts, words, and ideas. The most successful submissions are those that clearly represent your authentic experiences and writing voice.
We also appreciate submissions that transport us into your experience. Specificity and storytelling tend to communicate ideas far more effectively than more general statements or ideas.
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the_JHR_.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 5th, 2026. Any submissions sent in after this date will be considered late. Late submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2026.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
Only electronic submissions will be accepted.
All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 5th, 2026.
Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
800 word limit
As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Physical Therapy Student Essay Contest
In collaboration with the American Council of Academic Physical Therapy
The Journal of Humanities in Rehabilitation (JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education.
The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Essay Prompt
The first in an annual series, the CHEP-JHR essay contest offers a creative opportunity to ignite critical reflection in PT students across the nation to support holistic approaches to patient care. This year’s prompt centered around the importance of getting to know our patients as individuals and creating a meaningful connection as a critical component of excellence in clinical practice. Students were asked to “write about a time when learning a non-medical piece of information led to an improved healthcare outcome and/or patient experience.”
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the JHR.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 8th, 2024. Any
submissions sent in after this date will be considered late. Late
submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2024.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
- Only electronic submissions will be accepted.
- All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 8th, 2024.
- Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
- 800 word limit
- As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Physical Therapy Student Essay Contest
In collaboration with the American Council of Academic Physical Therapy
The Journal of Humanities in Rehabilitation (JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education.
The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Essay Prompt
This year’s prompt centered around the complexity of making ethical decisions in the clinic. Students were asked to “write about a clinical situation or experience that you believe contained an ethical issue that was unsettling, or may have resulted in making an ethical judgment.”
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the JHR.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 8th, 2024. Any
submissions sent in after this date will be considered late. Late
submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2024.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
- Only electronic submissions will be accepted.
- All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 8th, 2024.
- Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
- 800 word limit
- As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Physical Therapy Student Essay Contest
In collaboration with the American Council of Academic Physical Therapy
The Journal of Humanities in Rehabilitation (JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education.
The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Essay Prompt
This year’s essay prompt was, “As healthcare professionals, working closely with patients, families, and colleagues offers opportunities for meaningful connection. However, challenges may arise when we encounter perspectives, values, priorities, and communication styles different from our own. Describe a time when you were challenged in such a way, and how you responded.” In her essay, “Searching Behind ‘No!’”, Ms. Shieh illustrates how we can create space to understand the pain, suffering, and frustration that accompany and influence patient care, if we are willing to enter and dwell in our patient’s life experience.
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the JHR.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 8th, 2024. Any
submissions sent in after this date will be considered late. Late
submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2024.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
- Only electronic submissions will be accepted.
- All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 8th, 2024.
- Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
- 800 word limit
- As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Physical Therapy Student Essay Contest
In collaboration with the American Council of Academic Physical Therapy
The Journal of Humanities in Rehabilitation (JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education.
The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Essay Prompt
This year’s essay prompt was: “The American Physical Therapy Association (APTA) recently added the core value of inclusion to our profession’s Core Values, as efforts have increased to address diversity, equity, and inclusion (DEI) in clinical and educational environments. However, people with disabilities often remain in the margins during DEI-related discussions, and little consideration is given to the importance of the representation of individuals living with disability in our educational programs and professional clinical settings. “Given our professional training and overdue efforts to address DEI across professional settings, what perspectives and/or key strategies could shape our profession to be more inclusive of individuals with disabilities? What can be done, both collectively and individually, to promote a culture of inclusion, belonging, and respect for persons living with disabilities within the field of physical therapy? Why do you believe these efforts will be effective? How will this effort pay off with improved patient care?”
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the JHR.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 8th, 2024. Any
submissions sent in after this date will be considered late. Late
submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2024.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
- Only electronic submissions will be accepted.
- All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 8th, 2024.
- Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
- 800 word limit
- As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Table of Contents
Introduction
I met pioneering disability rights activist Judy Heumann once. Our brief meeting coincided with a lobbying action event by a disability rights organization to encourage the United States Congress to pass the Disability Integration Act,1 a bill to legislate more choice in utilizing home and community-based services. My daughter, a curious disabled pre-teen, attended the event as a media intern with the organization and had a chance to interview Ms. Heumann. I was the parent along for the ride.
Realizing Ms. Heumann was likely sitting for her millionth unpaid interview, after they finished speaking I went over to thank her. Ms. Heumann told me that my child was “amazing” and “the future.” I swelled with pride and expressed gratitude for her time, her work, and her overall availability and accessibility to inspire the next generation of disabled youth to make society live up to the values of inclusion and access.
In that moment of pride when the mother of the disability rights movement recognized my daughter’s drive and promise, I also felt like I was hiding a secret. I was late to realize the importance of disability rights and justice, disability identity, disability community, and I was a physical therapist. By this point I was aware of the criticism of rehabilitation related to disability.2-6 Judy Heumann’s own history with physical therapy at school briefly describes a less than inclusive environment resulting in decreased instructional time at school and separation from peers.7
Still Fighting for Justice
While a common call is “the future is accessible,” a reality is that the future is disabled.8,9 Disability is not simply erased with access. Disabled people are still working toward realizing their rights and achieving justice. Another reality is that physical therapy has perhaps been a bit slow to support the advocacy work and expertise of disabled people. Instead, it has been upholding ableist norms that may actually have stifled progress toward an accessible future.2-6,10-17
What Can We Do Right Now?
As we think about the immediate future where bodily autonomy is on the line; the Affordable Care Act’s protections may be stripped; and environmental disasters may cause precarity, disablement and loss; what do we as physical therapists do to ensure an equitable, accessible, and inclusive future for all? How can we respectfully and genuinely honor the knowledge and expertise of disabled people in our own work to move us toward an anti-ableist practice?
Judy Heumann is a prominent figure in this resource list. She has authored books, participated in podcasts, is revered in a historical perspective, and is a central figure in the 2020 documentary, Crip Camp.18 For some people, Crip Camp was the entry point to learning about disability history—and the power of the disability community. We need to know history, so we avoid future mistakes, recognize who is missing from that history, and where we need to fill in gaps of knowledge.
Ms. Heumann’s trust in the future generation of disabled youth driving messages of access, inclusion, and anti-ableism forward weighs on me as someone who has watched their own disabled child navigate inaccessible systems and spaces; seen my disabled college students redefine paths to become healthcare providers; and felt the impact of the disability community in changing language, events, societal views, and policy.
A Starting Point: Educational Resources
While this resource list originated out of the Access Summit as a take-home tangible piece of info for attendees, it is important that we think about what we will do with these resources to influence the future. This list is not comprehensive; the authors may provide an updated list in the final part of this special issue series of JHR. There is a lot on our to-do list, and perhaps it seems overwhelming. Luckily, resources here give you a path forward.9,14,19-21
How to Begin…
Below are suggestions to help you navigate the resource list:
Reflect. First, know your starting point in relation to disability. Consider if you are informed solely by being a physical therapist and what that can mean for your understanding of disability. Are there any biases, comfort, or discomfort you have around ability and disability? Name them.
Educate yourself. Plan to learn about disability—and learn about it perhaps in a way that you hadn’t before. Read narratives, attend art shows by disabled artists, or attend other disability cultural events. For those of you at universities, disability cultural centers may offer additional spaces in which to learn. Attend bias trainings, journal clubs, informal discussions; watch film/media about disability history and rights. Attend disability culture and justice events.
Recognize. Can you identify ableism? What do you think your role is in addressing ableism? Recognize who is present and who isn’t in discussions, and what media or literature you are consuming to educate yourself.
Integrate new knowledge into everyday practices. Take what you learn and question what you do. How does the social model of disability or disability justice, or how do resources like this one, get brought to our profession to influence it? Ensure representation of disabled people across educational and practice contexts. Amplify disabled voices and stories. What can we do with personal narratives beyond just being “aware” that persons with disabilities have rich, full lives but also still face challenges in society across all areas of work, life, and leisure?
…Forging a New Future for the Profession
As physical therapists we are expected to be lifelong learners; this applies to learning about disability and ableism as well. It is never too late to start, and it is always okay to keep learning, recognize when we don’t know enough, and strive to do better – for the future.
Acknowledgement: Thank you to Cal Montgomery for arranging the interview with Judy Heumann for my daughter and for his leadership in disability advocacy spaces.
Resource List
Books
Disability Visibility – Alice Wong
Year of the Tiger – Alice Wong
Disability Intimacy – Alice Wong
Brilliant Imperfection – Eli Clare
Golem Girl (memoir) – Riva Lehrer
Haben: The Deafblind Woman Who Conquered Harvard Law – Haben Germa
Exile & Pride: Disability, Queerness, and Liberation (Duke University Press, 2015) – Eli Clare
The Anti- Ableist Manifesto: Smashing Stereotypes, Forging Change, and Building a Disability- Inclusive World – Tiffany Yu
Demystifying Disability – Emily Ladau
Normal Sucks: How to Live, Learn and Thrive Outside the Lines – Jonathan Mooney
The Pretty One – Keah Brown
Easy Beauty – Chloe Cooper Jones
Just Care – Akemi Nishida
Being Heumann – Judy Heumann
Care Work – Leak Lakshmi Piepzna-Samarasinha
Black Disability Politics – Sami Schalk
Feminist Queer Crip – Alison Kafer
Marbles: Mania, Depression, Michelangelo & Me – Ellen Forney
Capitalism & Disability – Marta Russell
How to Tell When We Will Die: On Pain, Disability and Doom – Johanna Hedva
We’re Not Broken: Changing the Autism Conversation – Eric Garcia
McBride, J The Heaven & Earth Grocery Store (fiction)
True Biz – Sara Novic (fiction)
Good Kings Bad Kings: A Novel – Susan Nussbaum (fiction)
The Anti-Ableist Manifesto – Tiffany Yu
Why I Burned My Book & Other Essays on Disability – Paul Longmore
Visual Arts / Art History
Riva Lehrer
Ted Meyer
Disabled Musicians
Stevie Wonder
Ray Charles
Django Reinhardt
Rick Allen (Drummer from Def Leppard)
Beethoven
Itzhak Perlman
Eric Howk
The Ying Yang Twins
Jacqueline du Pré
Ren
Lewis Capaldi
Halsey
The Blind Boys of Alabama
Social Media / Podcasts
Alice Wong @disability_visibility (IG)
Cole Sydnor @Roll.with.Cole (IG)
Jessica Blinkhorn @Spankbox.atl (IG)
Imani Barbarin @crutches_and_spice (IG)
Sins Invalid @sinsinvalid (IG) (website)
Ellie Goldstein @elliejg16_zebedeemodel (IG)
Chella Man @chellaman (IG)
Lauren Spencer @itslololove (IG)
Mia Mingus @miamingus (IG)
The Disability Tangent Podcast
The Heumann Perspective Podcast
The Disability Visibility Project (link)
News Media
Johnson, H. M. Unspeakable conversations. New York Times. (2003, February 16).
New York Times’ Disability Column
Disabled journalists who cover disability:
Eric Michael Garcia
Sara Luterman
Film and Television
Crip Camp (documentary)
Code of the Freaks (documentary)
Fixed: The Science/Fiction of Human Enhancement (documentary)
Reelabilities – film festival
Comedy Central’s Drunk History: Section 504 Rehab Act (sketch comedy)
Speechless (series, ABC)
Special (series, Netflix)
Sex Education (series, Netflix)
Advocacy Organizations
Diversability (website link)
Talila A. Lewis (website link)
American Association of People with Disabilities (AAPD)
American Disabled for Attendant Programs Today (ADAPT)
National Council on Independent Living (NCIL)
Disability Justice & Anti-Ableism Catalyst group of the APTA (DJAAC)
Chicagoland Disabled People of Color Coalition (website)
Disability Lead (website)
Autistic Self Advocacy Network (ASAN)
Critical Disability Studies Texts
Ellis, K., Garland-Thomson, R., Kent, M., & Robertson, R. (Eds.). (2019). Manifestos for the future of critical disability studies (Vol. 1). Oxon: Routledge.
Gibson, B. (2016). Rehabilitation: A post-critical approach. CRC Press.
Rethinking Rehabilitation: Theory and Practice, edited by Kathryn McPherson, Barbara E. Gibson, Alain Leplege, 2015. (textbook)
“The Art of Flourishing: Conversations on Disability”, The Hastings Center, 2019 -2022
The Disability Studies Reader, Lennard J. Davis, 2015
Keywords for Disability Studies, edited by Rachel Adams, Benjamin Reiss and David Serlin, 2015.
Disability as diversity: A guidebook for inclusion in medicine, nursing, and the health professions. Meeks, L. M., & Neal-Boylan, L. Springer (2020)
Herrman, D., Sharp, A., … & Berg, K. (2024). Dismantling Ableism in Interprofessional Medical Education to Promote Health Equity for People With Disabilities. Eds. Bonilla-Silva, Haozous, E, Meeks, L., et al. In: Reimagining Medical Education: The Future of Health Equity and Social Justice. The AMA MedEd Innovation Series. Elsevier:Philadelphia, PA; 63-74.
Suggested Search Terms for Academic Resources
- ableism
- anti-ableism
- disability
- access or accessibility
- accommodation
- disability rights
- accommodation
- disability justice
About the Author(s)
Deana Herrman, PT, PhD
Deana Herrman PT, PhD is an assistant professor in the Doctor of Physical Therapy program at Northern Illinois University. Her research incorporates disability studies principles to examine practices in physical therapy and health professions education, and healthcare interventions and practice. Deana believes the humanities should be an integral part of health professions to foster a praxis of reflection, openness and change to better meet societal health needs.
Sarah Caston, PT, DPT
Sarah Caston, PT, DPT is an assistant professor in Emory University’s Division of Physical Therapy, and a member of ACAPT’s Consortium for Humanities, Ethics, and Professionalism. She is a board certified neurologic clinical specialist in physical therapy. Dr. Caston incorporates humanities and narrative reflections into her areas of teaching. Dr. Caston demonstrates her passion for DPT student growth and well-being through co-directing Emory DPT’s Learning Community Program, and directing research on methods to improve student well-being. Dr. Caston’s additional scholarly interests include the intersection of the lived experience of individuals with disability with rehabilitation education and practice, ethics in rehabilitation, and DPT student well- being. She is passionate about promoting humanities practices and student self- reflection around the lived experiences of individuals in marginalized populations, social justice, and rehabilitation ethics.
Priyanka Bhakta, PT, DPT
Priyanka Bhakta is a 2025 graduate of the Doctor of Physical Therapy program at Emory University in Atlanta, Georgia. She graduated with the Class of 2021 from UCLA with her Bachelor of Science in Physiological Science and a minor in Disability Studies. She has worked as Senior Digital Graduate Editorial Associate for the Journal of Humanities in Rehabilitation. She is passionate about finding ways to integrate anti-ableism into physical therapy education and practice and hopes to integrate disability justice into the field of physical therapy and her future work as a clinician.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Table of Contents
Photo of Mark Johnson (1995) by Billy Howard from the book Portrait of Spirit: One Story at a Time by Maggie Holtzberg and Billy Howard
Mark Johnson is a well-known advocate and leader in the movement for disability rights. As a devoted community organizer, he is committed to participating in and leading actions that demand and inspire justice for marginalized voices within the disability community. In the early 1980s, he helped found ADAPT, an activist organization group committed to organizing around issues of accessibility and justice. He was involved with the Paralympic Games in Atlanta in 1996 and was a major organizer for the Spirit of ADA Torch Relay in 2000, an event that commemorated the signing of the Americans With Disabilities Act (ADA) in 1990. He has served as the Director of Advocacy at the Shepherd Center in Atlanta and as Chair of The ADA Legacy Project, a group committed to recording, preserving, and promoting the history of the ADA.
In this interview-based article, Mark Johnson helps to commemorate, reinforce, and reflect on the groundbreaking policy decision of the Rehabilitation Act of 1973.
History of the Rehabilitation Act of 1973
The Rehabilitation Act of 1973 was the first federal civil rights law for people with disabilities in the United States. It framed the concept of civil rights for people with disabilities in terms of equal access to services, activities, and places. President Richard Nixon signed it into law on September 26, 1973. This year, September 26 will mark the law’s 50th anniversary. The law states:
“No otherwise qualified individual with a disability in the United States … shall, solely by reason of her or his disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program, service, or activity receiving federal financial assistance or under any program or activity conducted by any Executive agency or by the United States Postal Service.”1
The law intended to provide equal access to people with disabilities by removing barriers created by non-inclusive architecture, transportation, and employment practices in all settings that receive federal funds.
The law was only a first step, however. Without signed regulations to enforce the law, businesses and organizations ignored Section 504 of it and did not make the practical changes necessary that would provide equal access.
For four years, the disability community grew frustrated by the lack of progress. In 1977, hundreds of disabled activists across the country organized sit-ins, rallies, and protests at the regional offices of the federal Department of Health, Education, and Welfare (HEW) to draw attention to the lack of progress. Activists picketed in Atlanta, Boston, Chicago, Dallas, Denver, Philadelphia, Seattle, New York, and Washington, DC. More than 100 protestors occupied the San Francisco HEW federal building for 28 days—an event known today as the 504 Sit-In. In response to the pressure, the then US Secretary of Health, Education, and Welfare, Joseph Califano, finally enacted a list of regulations for Section 504 on April 28, 1977.2
Prior to the Rehabilitation Act of 1973: How Did Federally-Funded Programs Treat Those With Disabilities?
Before 1973, people with disabilities were not provided with the same opportunities as their counterparts. Mark Johnson recalls life before the Rehabilitation Act of 1973 as a “segregated, out of sight–out of mind, approach,” which included special schools and state institutions where people with disabilities would often get placed. These schools and state institutions were later recognized as having demoralizing standards of care that had long-term negative effects on the individuals who were placed in them and the communities where they were located.2 Johnson remembers Central State Hospital in Milledgeville, GA—cited as the nation’s largest psychiatric hospital, with almost 13,000 patients at the height of its notoriety. The conditions and treatment protocols at Central State Hospital and others were difficult to imagine, and represent the way people with disabilities were viewed and treated prior to the passing of the Rehabilitation Act of 1973.
Fueling the Disability Rights Movement: “Nothing About Us Without Us”
In the years leading up to the passage of the Rehabilitation Act of 1973, Johnson says he noticed a change within the medical community as disabled people increasingly stated, “I am part of the solution.”
“Nothing About Us Without Us” is an empowering mantra that has fueled the disability rights movement and represents the “conviction of people with disabilities that they know what is best for them,” as quoted by James Charlton in his book, Nothing About Us Without Us.3
Johnson graduated with his master’s degree in Guidance and Counseling in 1977, the same year the regulations for Section 504 of the Rehabilitation Act were signed. During this time, he began working with a group who were teaching people with disabilities what their official rights were.
Despite the many years it took for the regulations to be implemented, people within the disability community sought to empower each other by organizing around common issues and making their demands known to the public through public protest and civil disobedience. These issues were discussed in media such as The Disability Rag, which Johnson remembers as “THE magazine in our community. It was like drug, sex, and rock and roll…it was just honest…it was raw.”
Fifteen years later, in 1988, the regulations were still not fully implemented. According to Johnson, “I got some calls from some students at UGA and they said, ‘we just can’t seem to get the university to listen’… So, long story short, we ended up organizing a protest, and a student got out of his chair and crawled up the steps of the building.” The building he crawled to was the disability student service office and was located on the second floor with no elevator access. “It was front page [of] The Atlanta Constitution4 and [the office] got temporarily moved until the students with disabilities decided where it ought to go,” Johnson says.
Looking in the Mirror for Change in the Future
As the 50th Anniversary of the Rehabilitation Act of 1973 approaches, Johnson advises that anniversaries present an important opportunity to bring attention to the shifting of history, but they also help call people to action. “There was this great moment, 50 years ago, there’s this opportunity to look in the mirror, and there’s an opportunity if you haven’t [yet], to implement, after looking in the mirror, what you still need to do,” Johnson says.
According to Johnson, we’ve seen a lot of progress within the context of how long social change takes. He says, “Sliced bread has been around a long time, and it takes a while for different silos to catch up with it—the movement, the paradigm, the language, the policy—and what I see happening around the world and in the country now is a lot more focused on justice and intersectionality, and that’s incredibly exciting.”
Advocacy groups and individuals that Johnson currently finds hope in for the future of disability rights include:
References
- “Rehabilitation Act of 1973,” Pl 93-112 (hr 8070), September 26, 1973. Available at: https://www.eeoc.gov/rehabilitation-act-1973-original-text. Accessed August 18, 2023.
- Atlanta Journal-Constitution: Asylum’s dark past relived as cycle ends
- Charlton, James. Nothing About Us Without Us. University of California Press; 2000.
- Clippings from The Atlanta Constitution:
About the Author(s)
Madison Beasley, PT, DPT
Madison Beasley, PT, DPT is currently a physical therapist at Baylor Scott & White Health. She earned her Doctorate in Physical Therapy at Emory University School of Medicine and graduated from The University of Texas at Austin with her Bachelor of Science in Kinesiology and a certification in Medical Fitness and Rehabilitation. The humanities help her to understand the biopsychosocial and emotional aspects of patient care and to find meaning and connection with others, especially her patients. She hopes to continually challenge her understanding of the world and those living in it to create a dialogue with patients and a relationship of togetherness in the healing process.
Mark Johnson
Mark Johnson is a well-known advocate and leader in the movement for disability rights. As a devoted community organizer, he is committed to participating in and leading actions that demand and inspire justice for marginalized voices within the disability community. In the early 1980s, he helped found ADAPT, an activist organization group committed to organizing around issues of accessibility and justice. He was involved with the Paralympic Games in Atlanta in 1996 and was a major organizer for the Spirit of ADA Torch Relay in 2000, an event that commemorated the signing of the Americans With Disabilities Act (ADA) in 1990. He has served as the Director of Advocacy at the Shepherd Center in Atlanta and as Chair of The ADA Legacy Project, a group committed to recording, preserving, and promoting the history of the ADA.
Wayne Brewer, PT, PhD, MPH, OCS, CSCS
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Table of Contents
Introduction
As Summer has drawn to a close, it becomes necessary to hold onto the joy that the season brings – everlasting sunshine, a much-needed break from work or school, or a surprise thunderstorm that lulls you to sleep at night. As seasons change, though, so too must our perspective. As the days get shorter and sunlight begins to dwindle, we may need new avenues for finding joy in our everyday lives. This issue’s Resource section is a compilation of some of the things that have brought us joy, and new perspective this past month. Our hope is that they will bring you joy as well, or at least encourage you to maintain the thread of curiosity that allows us to more deeply understand each other – in all seasons of life.
To Read
Burnt Sugar by Avni Doshi
Burnt Sugar tells the story of a daughter’s reckoning with the resentment she has toward her mother after her Alzheimer’s diagnosis. This novel is about the obligations of family, love, betrayal, and remembrance of the person who was before. It is an exploration of the reverse roles of parent and child and the process of healing through multi-generational trauma.
This Time Tomorrow by Emma Straub
The novel starts in the modern-day, with the main character celebrating her 40th birthday, sitting at her dying father’s bedside. The reader is then taken on a journey through the past in a tasteful, not-so-cheesy way that allows her to visit her father when he was younger. You can’t talk about time travel without speaking about pondering new perspectives, because isn’t that what we constantly think about when asked about time travel? “If you could go back in time, what would you change?” Would we warn those in the past of all the terrible, unprecedented events that are soon going to burn the world down if we don’t change certain things, or would we simply try to continuously hold onto the taste of our loved ones, just as they are? In a beautiful way, this book may serve as a reminder that life isn’t only about the events in history that shape the culture we live in, but more so about the people around us shaping our experiences and the bits of love that we feel from them.
To Listen
Ologies with Alie Ward
If you are curious by nature, Ologies is a delightful and amusing podcast that covers topics that you never knew you wanted to understand. The witty and charismatic host, Alie Ward, provides a humorous take on learning new things. Each episode is informative and encourages you to, as Alie says, “ask smart people stupid questions.”
To Watch
The Moth Presents Stephanie Peirolo: Walking with RJ
Stephanie Peirolo serves as Chair of the Board of Directors of the Health Care Rights Initiative, a nonprofit providing advocacy and services for patients and caregivers trying to navigate the healthcare system. In her talk, she shares her challenges after her son sustains a traumatic brain injury (TBI). Her story is reflective of so many others who are faced with the hardship of experiencing illness and injury.
To Appreciate
The Optimism of Breakfast by Maira Kalman
Maira Kalman is an illustrator and author who is well-known for her ability to focus on the simplicity of everyday occurrences. The Optimism of Breakfast was published in the July 22, 2013, print issue of The New Yorker and highlights the quite triumph of a simple morning breakfast. Finding joy in the ordinary will keep us going. Good enough is good enough, and that is beautiful. I’ll choose to romanticize the simple pleasures in life, and that is my perspective on delight.
About the Author(s)
Madison Beasley, PT, DPT
Madison Beasley, PT, DPT is currently a physical therapist at Baylor Scott & White Health. She earned her Doctorate in Physical Therapy at Emory University School of Medicine and graduated from The University of Texas at Austin with her Bachelor of Science in Kinesiology and a certification in Medical Fitness and Rehabilitation. The humanities help her to understand the biopsychosocial and emotional aspects of patient care and to find meaning and connection with others, especially her patients. She hopes to continually challenge her understanding of the world and those living in it to create a dialogue with patients and a relationship of togetherness in the healing process.
Nela Handac, PT, DPT
Nela Handac, PT, DPT is a physical therapist and recent graduate from Emory working in acute care in Atlanta, GA. Born in the midst of the Bosnian war, Nela came to America with her immediate family as refugees. Because of the displacement of her family into a new world, narrative storytelling was interwoven in every corner of her life. It was what she carried with her as she became more and more interested in the persistence of the human spirit through trauma and the commonalities of people around the whole world. As her interest for being a public servant through health intersected with her love of physical therapy and healing through movement, she found another commonality that delighted her about the rehab profession – we’re all just telling and listening to each other’s stories. And that is how we heal. Nela hopes to always have one hand on her patients and one hand holding onto the humanities as she continues to develop professionally in her career as a physical therapist.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Physical Therapy Student Essay Contest
In collaboration with the American Council of Academic Physical Therapy
The Journal of Humanities in Rehabilitation (JHR) advocates for the importance of the humanities, ethics, and professionalism in physical therapy education practice because excellent clinical practice requires the ability to make meaningful connections with patients and to make decisions in unclear or vulnerable circumstances. To that aim, the JHR provides a forum for discussion of the art of physical therapy and the lived experience of patients, thereby creating a platform for sharing resources that focus on how to teach humanities, ethics, and professionalism in physical therapy education.
The American Counsel of Academic Physical Therapy (ACAPT) joins the JHR to sponsor a judged writing competition designed to encourage deep thinking by students about the role and value of humanities, ethics and professionalism in academic training and professional life. The annual JHR/ACAPT Physical Therapy Student Essay Contest offers a creative opportunity to ignite critical reflection in students across the nation about ways in which approaching patient care in a holistic manner improves rehabilitation outcomes.
Essay Prompt
Advances in AI technology are poised to transform the landscape of rehabilitation, raising intriguing questions about its impact on humanism in the field.
How do you envision the integration of AI technology in rehabilitation impacting the essence of humanism in patient care? Discuss potential benefits and challenges in maintaining a compassionate, patient-centered approach while utilizing AI-driven techniques. Reflect on the role of empathy, personal connection, and tailored treatment plans in humanizing the rehabilitation process amidst increasing reliance on technological solutions. Draw insights from contemporary viewpoints on writing effective PT application essays, emphasizing the importance of weaving personal experiences and stories into your response to convey your understanding of AI’s potential impact on the humanistic dimension of rehabilitation.
Note: This essay prompt was generated by ChatGPT when given the prompt: “Write a physical therapy student essay prompt on the following topic – how will AI technology impact humanism in rehabilitation?” OpenAI. (2023) ChatGPT Aug 18 version. [Large language model] https://chat.openai.com/chat
We have chosen the topic of artificial intelligence and machine learning for our 2023-2024 JHR-CHEP essay contest prompt in recognition of the tremendous opportunities this technology offers in our world, as well as the profound societal implications. It is precisely in this space of creative tension that the skills we gain from the humanities provide critical insights to help us interrogate, embrace, and ultimately shape what this revolutionary technology is asking of us as humans. We look forward to hearing your thoughts on this unprecedented moment in the history of rehabilitation science.
In addition to the essay, please provide a brief (less than 50 words) statement acknowledging if AI was used to assist in the writing of the essay. If AI-generated content was used, cite the model or tool used and the manufacturer’s name, including prompts. If AI was not used, provide a rationale (which can be as simple as “I do not know how to use AI”). Both types of approaches to essay development will be accepted. All essays must provide this acknowledgment to be considered for review.
Prize Description
The winner of the Physical Therapy Student Essay Contest will receive a $250 award from the ACAPT. Additionally, the contest winner and two finalists will have their personal narratives published in a future issue of the JHR.
Eligibility and Required Materials
All students currently enrolled in a Doctor of Physical Therapy or Physical Therapy Assistant program are eligible to apply. Submissions must include an original, unpublished personal narrative as well as a short (3-4 sentence) personal bio that includes the student’s current academic institution.
Timeline
Submissions will be accepted until January 8th, 2024. Any
submissions sent in after this date will be considered late. Late
submissions will not be reviewed. The winner and two finalists will be announced early in the Spring of 2024.
Judges
Submissions are reviewed by a selection panel comprised of our guest judge(s) and the JHR Editorial Board. Submissions are judged upon their engagement with the prompt, narrative structure, and attention to language.
Instructions to Submit
- Only electronic submissions will be accepted.
- All submissions should be sent as a single email attachment to CHEP.JHR.essay@gmail.com by 11:59 PM (EST) on January 8th, 2024.
- Submissions should follow these formatting guidelines: twelve-point font, double-spaced text. Narratives in both PDF or Word files (.doc and .docx) will be accepted.
- 800 word limit
- As the winning personal narrative, as well as two finalists, will be published in a future issue of JHR, we ask that all personal information such as individuals’ names other than the author’s and specific locations be de-identified.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Table of Contents
The following resource list was generated to reflect a commitment to a collective pursuit of knowledge and best practices in teaching, learning, and engaging with our community of lifelong learners in ways that actively honor the values of diversity, equity, inclusion, belonging, and social justice. Engagement with the humanities through art, literature, film, and other modalities encourages the practice of authentic self-reflection to promote dialogue and visibility for populations that have experienced marginalization. The humanities, both in medicine and in social justice work, cultivate a sense of belonging and inclusion through shared experiences of humanity. The authors suggest the following resources, available through a variety of platforms, to guide readers along their journey toward creating safe spaces of inclusion and belonging.
Art and Advocacy
Visual Thinking Strategies is a research-based education nonprofit fostering transformational learning through thoughtful, facilitated discussion of art and professional development workshops.
The Inclusion Poster Project 2021, a student art-and-design exhibit presented through the virtual Madelon Powers Gallery, promotes dialogue about inclusion and diversity through art. This is a collaboration between students from the University of São Paulo in Brazil and East Stroudsburg University in the United States.
https://www.esu.edu/madelon-powers/exhibitions/inclusion-poster-project/index.cfm
Inclusion in Art offers exhibitions, workshops, and creative lectures and projects to support artists of color, and connects communities through socially-conscious presentations.
The Ashé Cultural Arts Center offers gallery space for performance and film and serves as an educational center celebrating the people, places, and philosophies of the African diaspora across the American South.
Museum of the Southeast American Indian
The Leaving Home, Building Community digital exhibit shares the lived experience of North Carolina’s Native peoples.
Smithsonian Institution Traveling Exhibition
The Girlhood (It’s Complicated) exhibition website explores the concept and complicated history of girlhood in the US by examining the historical areas of politics, work, education, fashion, and health.
https://americanhistory.si.edu/girlhood
Movies/Videos
Crip Camp: A Disability Revolution (2020). A documentary about Camp Jened, which welcomed persons with disabilities from the 1950s through the 1970s, in contrast to many mainstream American summer camps of the era who did not welcome people with disabilities.
Passing (2021). A film adaptation of Nella Larsen’s 1929 novel of the racial identity of two Black women, Irene and Clare, and the differences in their lives and their marriages. Irene is married to a Black man, while Clare is passing as a white woman and is married to an overtly racist white man.
American Skin (2019). A vivid account of a bereaved Black father seeking justice after his son is murdered by a white policeman, the film weaves themes of cynicism and truth, empathy, violence, humanity, and justice.
Encanto (2021). Set in Colombia, Encanto tells a story relatable and enjoyable for both adults and children, with catchy original songs by Lin-Manuel Miranda. The tale first centers around 15-year-old Mirabel Madrigal, who is learning to find her place as the only non-magical member of her enchanted and talented family. As the plot progresses, the characters reveal deeper complexities of emotional tension related to generational trauma, and how woven journeys of self-love and acceptance strengthen familial and community bonds through new beginnings.
Written Word
Beyond Diversity: 12 Non-Obvious Ways to Build a More Inclusive World (2021), by Jennifer Brown and Rohit Bhargava
Jennifer Brown, author of Inclusion: Diversity, the New Workplace, and the Will to Change, and How to be an Inclusive Leader, pairs with Rohit Bhargava and contributing writers to urge readers to move diversity beyond conversation toward real action. The book highlights the themes of storytelling and identity, and explores areas including the education, technology, and retail worlds. The authors compiled conversations among more than 200 global experts in the fields of diversity, equity, inclusion, and belonging.
Caste: The Origins of Our Discontent (2020), by Isabel Wilkerson
Caste is a powerful, brilliantly-researched and well-written book that takes the reader on a journey into a historical exploration of caste systems. The text specifically focuses on the hierarchical systems that were powerful drivers of the toxic culture of Nazi Germany; the dehumanization of the Dalit peoples in India; and the degradation of Black individuals in America. Its critical examination of the existence of these systems, and how they drive culture, power, and expressions of humanity, is paramount to moving the needle toward equity, inclusivity, and creating a sense of belonging. Wilkerson’s masterful writing, attention to historical accuracy, and detail compels readers to reckon with the experiences of those who have lived and are living within the ranks of these caste systems. She exposes and challenges raw truths and long-upheld fallacies about where society stands regarding anti-racist and anti-ableist initiatives, and the ideologic transformation it will take to truly realize living in a post-caste era.
Minor Feelings (2020), by Cathy Park Hong
Portraying the racism, erasure, and shame forced upon her as a Korean-American woman, Hong exposes the excruciatingly slow pace of change in US society regarding racism toward Asian-Americans, who are still often seen as nonexistent or insignificant. Through poetic essays, the author shares how daily experiences of covert and overt racism lead to internalized shame and a sense of oppression.
Health and Wellness
Smithsonian National Museum of African American History & Culture
“Celebrate Black History Month Through the Lens of Black Health & Wellness.”
This site offers web resources highlighting the stories of Black pioneers of health and wellness, western medicine, and health education, including “Community-Based Doulas and Midwives Addressing the US Maternal Health Crisis,” “Black Pioneers in Medicine,” and topics of racial health disparities, mental health, and self-care.
https://nmaahc.si.edu/explore/initiatives/black-history-month
Active Minds
This nonprofit organization supports mental health awareness for young adults through self-care resources, shared spaces, storytelling, research, education, and advocacy. Their stated mission is to change the “conversation about mental health.”
Audio and Visual
Ted Talk Playlist: “Tips for inclusive leadership.” https://www.ted.com/playlists/593/tips_for_inclusive_leadership
Ted Talk Playlist: “What is home?” A thoughtful look at what it means to belong.
https://www.ted.com/playlists/394/what_is_home
Ted Talk Playlist: “A love letter to misfits,” signifying the beauty in being a misfit for all who feel like they don’t belong.
https://www.ted.com/playlists/719/a_love_letter_to_misfits
Ted Talk Playlist: “Fascinating windows into humanity,” a written-word and photography series highlighting diversity and the beauty of human life.
https://www.ted.com/playlists/516/fascinating_windows_into_human
22 Podcasts to Increase Your Awareness Around Diversity and Inclusion. This post provides a list of podcasts addressing diversity, equity, social justice, belonging, and inclusion.
The USC Annenberg Inclusion Initiative provides resources including “Behind the Camera” and “The Music Coalition,” and extensively studies inclusion and diversity in entertainment. It examines the representation of women and people of color behind the camera in television, film, and digital storytelling, and engages with music industry leaders and executives to develop research-based solutions to confront inequality.
https://annenberg.usc.edu/research/aii
Asian CineVision (ACV) provides spaces for Asian Americans and Pacific Islanders in the media arts, and organizes the annual Asian American International Film Festival.
https://www.asiancinevision.org/
About the Author(s)
Anjanette Nuñez, PT, DPT
Anjanette Nuñez, PT, DPT is Director of Clinical Education and an Assistant Professor at Emory University Division of Physical Therapy. She received her Doctor of Physical Therapy (DPT) degree from Georgia State University and her Bachelor of Arts degree from Vassar College. Her clinical experiences and scholarly activities align with the enhancement of PT clinical education through inclusive clinical learning environments and interprofessional collaboration, and pain neuroscience education to promote best practices in support of disproportionally affected populations with persistent pain. Dr. Nuñez holds advanced certifications as a Board-Certified Orthopaedic Clinical Specialist (OCS), as a Fellow in Pain Sciences and a Therapeutic Pain Specialist. Dr. Nuñez serves on the ACAPT Diversity, Equity, and Inclusion (DEI) Consortium Board of Directors as 2021-2024 Nominating Committee member, Emory University DPT program DEI committee member, and as 2021-2023 LAN Director of ATPA-GA. Through her work as DCE and as co-creator of Emory DPT’s Diversity, Equity, and Inclusion Leadership and Advocacy (DEILA) program, Dr. Nuñez is committed to the development of current and future DPT clinicians through inclusive clinical education, advocacy, leadership development, and mentorship.
DeAndrea Bullock, PT, DPT
DeAndrea Bullock, PT, DPT is an Assistant Professor and Assistant Director of Clinical Education in Emory’s DPT program. Before her faculty appointment at Emory, she practiced in a neurorehabilitation outpatient clinic. Her clinical expertise focuses on maximizing independence and adapting to life, post neurological diagnoses. Dr. Bullock is the co-founder of the National Association of Black Physical Therapists. This organization focuses on increased visibility, networking, community service, advocacy, career development, and mentorship for Black physical therapists and physical therapist assistants. Dr. Bullock is passionate about creating inclusive environments in both learning and healthcare.
Sarah Caston, PT, DPT
Sarah Caston, PT, DPT is an assistant professor in Emory University’s Division of Physical Therapy, and a member of ACAPT’s Consortium for Humanities, Ethics, and Professionalism. She is a board certified neurologic clinical specialist in physical therapy. Dr. Caston incorporates humanities and narrative reflections into her areas of teaching. Dr. Caston demonstrates her passion for DPT student growth and well-being through co-directing Emory DPT’s Learning Community Program, and directing research on methods to improve student well-being. Dr. Caston’s additional scholarly interests include the intersection of the lived experience of individuals with disability with rehabilitation education and practice, ethics in rehabilitation, and DPT student well- being. She is passionate about promoting humanities practices and student self- reflection around the lived experiences of individuals in marginalized populations, social justice, and rehabilitation ethics.
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