Introduction

In June 2024, a first-of-its-kind event for physical therapy—the Advancing Accessibility and Disability Equity Summit—was held in Chicago, Illinois. Over the course of two days, a network of professionals with diverse areas of expertise, interests, and relationships to the physical therapy profession collaborated in learning and exploring ways to advance access and equity for people with disabilities.

The purpose of this first-in-a-series issue of the Journal of Humanities in Rehabilitation is to detail the work leading up to the Summit, summarize the content delivered during the event, share key discussions that occurred on-site, and contextualize the importance of the Summit in the current landscape of the profession through narratives, perspectives, and reflections.

Background

Initial support for the Summit came from The American Council of Academic Physical Therapy (ACAPT), the primary academic voice for physical therapist education. As an association, ACAPT serves 95% of accredited physical therapist programs. Central funding, organization, and communication for the Summit was a result of ACAPT’s commitment to excellence in physical therapist education, including innovation in diversity, equity, and inclusion.

Establishing need and delineating the structure of the Summit came in the form of a proposal that was submitted and approved by ACAPT in late 2023. The primary aim of the Summit was to: “promote equal access for students with disabilities in physical therapy education by identifying and addressing challenges with technical standards and accommodations, known barriers faced by students, and equipping educators with the tools necessary to address equity in their programs.”

To address this aim, Summit organizers envisioned convening a diverse group of attendees including educators, administrators, disability support staff, students and clinicians with disabilities, representatives from professional organizations, and leaders in disability access. Speakers were directly invited based on their expertise and based on their relationship with disability or the physical therapy profession. Attendee recruitment was led by ACAPT, who distributed an email Call for Attendees to their member institutions and on their website.

A second recruitment email was specifically developed for students who were invited to apply to attend the Summit by describing their interest in disability and diversity in the physical therapy profession. Organizers believed that such a dynamic composition of attendees would ensure that: perspectives would not be limited; thus be better able to consider and discuss improvement in access and inclusion for students with disabilities; and develop recommendations for physical therapy education.

Consistent with the belief that accessibility is essential, the Summit was planned with access in mind. Attendees were asked in advance of any access needs, captions were utilized on all presentations, slide decks were available, and visual descriptions were provided for each speaker as a component of introductions, among other considerations. The structure of the Summit was intentional so that participants would not only consider facilitators and barriers to access in education and ethics but also have time to hear firsthand experiences from students and individuals with disabilities. The structure also would allow time to engage in generative discussions, and opportunities to brainstorm solutions to known questions about disability inclusion in physical therapy.

The Summit: Day 1

The Summit included approximately 60 attendees seated at round tables on the 10^th floor of the Shirley Ryan Ability Lab in Chicago, Illinois. Dr. Lisa Meeks, MA, PhD, a highly-regarded expert on disability inclusion in medical education, spoke first. During her keynote, Dr. Meeks challenged attendees to consider their understanding of disability and access. She provided data on the prevalence of disability and introduced the definition of ableism—a form of discrimination against people with disabilities based on the belief that a ‘normal’ body and mind are preferable—to highlight the ways that ableism perpetuates bias in multiple facets of healthcare education.

Building on the foundation set by Dr. Meeks, Dr. Amanda Sharp, PT, DPT, PhD, transitioned the lens to focus on the physical therapy profession. Dr. Sharp provided examples of successfully-practicing disabled physical therapists, and highlighted guiding documents from the American Physical Therapy Association (APTA), including the Mission, Vision, and Core Values, to make the case for disability diversity and inclusion. In the final section of the keynote, Dr. Sharp identified the lack of current research on disability in the profession and encouraged attendees to truly reflect and engage on the future of the profession as one with a more diverse and inclusive population.

Panel Discussion 1

The first of several Summit panel discussions, “Breaking Barriers: Strategies for Ensuring Equal Access and Accommodations for Students with Disabilities,” moderated by Dr. Krista Van Der Laan, PT, DPT, involved three disability resource professionals: Matthew Sullivan, PhD; Aggie McGrane, MS; and Hugo Trevino, M.Ed. Through their shared expertise in working to develop accommodations in clinical and didactic settings for healthcare students, several important concepts came through.

They first highlighted the definition of an accommodation through the lens of what is and is not reasonable. For example, an accommodation is an adjustment that removes a barrier to enabling a person with a disability access. An accommodation considered reasonable is one that does not fundamentally alter curriculum, pose a safety risk, or result in undue financial or administrative burden. In considering what is reasonable in physical therapy practice, they highlighted the importance of individual accommodations developed in an iterative process that engages the student, disability professional, and program. Discussion around program expectations in the form of technical standards enhanced the dialogue as panelists further highlighted the need for proactive collaboration.

In the subsequent session, Dr. Meeks, Dr. Sharp, and Enjie Hall, MA, presented on technical standards. According to Federal Guidance on Section 504, technical standards (TS) encompass all non-academic criteria associated with participation in an educational program. Speakers provided a brief historical context for the development of TS and identified the following as key areas for TS according to published work by the Association of American Medical Colleges (AAMC): Intellectual-conceptual abilities, behavioral and social attributes, communication, observation, motor capabilities, and more recently, an ethics or professionalism category. Best practices in writing TS emphasize the use of functional TS, those that focus on the abilities of a learner, over organic TS, which focus on how a student completes a task.

Participants were challenged to consider the introductory language, disability disclosure processes, and the tone of language used in their program-specific TS. A summary of available literature on TS in physical therapy was provided; points emphasized included the lack of recent studies, the high degree of variability in the categories used in these TS, and the identified challenges in even locating TS on many program websites. Finally, this session emphasized the differences between technical standards—which refer to the academic setting; and essential functions—which refer to employment settings. These two areas are frequently confused in discussions and the literature.

Panel Discussion 2

The day’s second panel highlighted accommodations from the perspective of Directors of Clinical Education, Academicians, and a Site Coordinator for Clinical Education (SCCE). One major theme of this panel was the importance of proactive planning and collaboration with disability professionals, like the messaging earlier in the day. Dr. Van der Laan, a Panel 1 participant, spoke about managing faculty resistance to accommodations by addressing misconceptions about logistics, fairness, and providing options. As an SCCE, Dr. Clay Schewe, PT, DPT, further highlighted the importance of clear communication on accommodations as well as using the creativity inherent in physical therapy practice to solve access barriers faced by students with disabilities. As the session progressed the conversation continued to emphasize collaboration, shifting of perspectives, and clear, transparent communication. Summitt attendees shared their own experiences, stories, and problems solved in a dynamic question-and-answer session.

Small Group Discussions

Next, small group discussions began. During the first of several planned roundtable sessions of the Summit, attendees collaborated in consideration of the following prompts:

1. How can programs ensure access and inclusion for students with disabilities (visible and non-visible)?
2. What resources, if any, are needed to facilitate implementation of accommodations across the academic setting (non-clinical)? Consider training, awareness, technology, disability offices, etc.
3. How can the profession re-envision education and access under a generalist education framework?

The energy in the room for the roundtable discussions was high. Rather than quiet reflection or wasted time, participants readily discussed the items at hand. Each group utilized a document to collect notes, which will be utilized to qualitatively analyze their shared ideas and perspectives.

Panel Discussion 3

In what was collectively recognized as the pinnacle of the day, five physical therapy students with disabilities participated in a lived-experiences panel moderated by Faye Weinstein, PT, MMSc, MS. Students Emily Reester, Mackenzie Kennedy, Gregory Zambrano, McCall Rae, and Amanda Michel shared openly and honestly about their experiences as disabled students. Discrimination, ableism, and ‘othering’ rang through the stories of each panelist. One student described a lack of support and having to develop their self-named, “black market” accommodations. Others shared ways they hid their disabilities for fear of repercussions. Several attendees, shocked at the harm that had been done to these learners by our own profession, were seen wiping tears away. However, students—and particularly these students—are remarkable and resilient.

As the session ended, all in attendance were left with eight key pieces of advice regarding their interactions with students with disabilities. Presented by Amanda Michel, from Northeastern University, they are:

1. Assume positive intent.
2. Assume competence.
3. Stop using the concept of professionalism to exclude people with disabilities.
4. Work with students to develop creative solutions to problems that come up.
5. Re-examine the terminology used to discuss disability and individuals with disabilities.
6. Aim for disability representation in faculty and staff in physical therapy education programs.
7. Increase representation of disability in advertisements, social media, and recruiting materials for physical therapy education programs and practice.
8. Change your attitudes! It’s not just a chore to accommodate. Having more practicing providers with disabilities will benefit the field overall.

Day one closed with a summary before a poster and networking event. Attendees spent time informally connecting and reflecting on the Summit so far. Speakers, panelists, and the students all shared their thoughts on what was an energetic and thoughtful first day.

The Summit: Day 2

Panel 1

Having developed a foundation based on key concepts—such as access and technical standards—and the shared wisdom from those with lived experiences, Day 2 began with a targeted session titled, “Addressing Implicit Bias and Promoting Diversity in Physical Therapy Education.” Much like the other sessions, this panel was composed of a diverse group of speakers with and without disabilities. Speakers Sarah Caston, PT, DPT; Jae Jin Pak, Laura Van Puymbrouck, PhD, OTR/L, FAOTA; and session moderator Deana Herrman, PT, PhD covered a broad range of topics. From bias awareness, to naming ableism as a form of oppression, Summit attendees were challenged to consider their ethical responsibility to examine disability bias in physical therapy. Resources including art, poetry, performance, film, books, and research were provided and actionable steps suggested. The session ended with an important final thought from the speakers: We can act to combat ableism.

Panel 2

The second lived-experiences panel of the Summit was held next, where practicing physical therapists with disabilities shared their perspectives. Panelists Angela Fritz, PT, DPT; Samantha Newell, PT, DPT; Stacy Flynn, PT, DPT; and Cathron Donaldson, PT, DPT, MS represented both visible and invisible disabilities, and described ways their disability identities related to their education and to their current practice. Each of the panelists are actively practicing therapists; some hold multiple positions spanning academic and clinical environments. Their experiences helped attendees to better appreciate the diverse ways that physical therapists practice and engage in their roles.

A key takeaway shared by all panelists was a reflection on the importance of representation. These providers, disabled, send a powerful message to disabled children that they can also be physical therapists. It will be through increased representation, they reflected, that care delivery is enhanced.

Concurrent Roundtables

In the final section of the Summit, two concurrent roundtable options were offered; attendees were invited to select the topic that best aligned with their interest and/or expertise. One option, “Designing Accessible Clinical Education Experiences,” offered the following prompts for discussion:

1. How can physical therapy educators, clinical instructors, and students collaborate to advocate for, and implement changes that promote, accessibility in clinical education?
2. What role can professional organizations and accrediting bodies play in setting standards and providing resources to support accessible clinical education experiences?
3. What are the most common barriers to accessibility that physical therapy students encounter during their clinical education, and how can educational institutions proactively identify and address these barriers?
4. How can clinical instructors be better trained and educated to support the needs of students with disabilities or those requiring accommodations?
5. What ongoing professional development opportunities should be provided to ensure that instructors are knowledgeable about best practices in accessible education?

The second option, “Identifying Best Practices for Inclusive Physical Therapy Education,” asked attendees to consider the following prompts:

1. What elements should be included in the physical therapy curriculum to ensure it is inclusive and reflective of diverse patient populations and student needs?
   1. How do current Accreditation standards support or not support an inclusive curriculum design?
   2. How can case studies, simulations, and practical experiences be designed to incorporate diverse perspectives and conditions?
2. How can assessment and evaluation methods be designed to be more inclusive and equitable for all physical therapy students, including those with diverse learning styles and abilities?
   1. What alternative assessment strategies can be employed to ensure fair evaluation of student competence, safety, etc.?

Full Group Discussion

At the end of the roundtable discussions, attendees spent time sharing their thoughts with the full group. This dialogue pulled from both days, all sessions, and helped to center the shared experience. Tangible requests over what happens next or how to facilitate change were common. Evident was the sense of community and shared purpose that was engendered over the course of the event. In the months that have followed, both the community and its purpose have grown.

Moving Forward

The Summit’s student attendees remain in contact and continue to reshape perspectives as they move through their clinical education experiences. They have used information from the Summit to advocate for themselves and for others. Similarly, attendees have engaged broadly with their peers and their home institutions. Every action taken—from speaking up, to learning more, to helping reframe ableist thinking, or simply making space for diversity—adds another brick to the path toward having a more accessible and inclusive profession.

The JHR Special Edition Series

Much like the Summit, the purpose of this special edition series is to highlight key issues and experiences, and to provide a space for continued work, centered on disability. This is an intentional space provided to begin a necessary and ongoing conversation. From perspectives and narratives to analyses of Summit roundtable discussions, this series of publications in the Journal of Humanities in Rehabilitation will take readers on a journey. All are invited to reconsider disability within and external to physical therapy.

Introduction

The American Council of Academic Physical Therapy (ACAPT) Advancing Accessibility and Disability Equity Summit was designed to explore the lived experiences of disabled therapists and therapy students. An open call was issued to all ACAPT member programs in the months preceding the event, inviting disabled DPT students to apply and attend. Multiple students applied by providing a brief biographical overview and statement on why they desired to engage in the Summit. Five students were subsequently invited to attend and share their experiences on a student panel during the first day of the event. What follows are their own written reflections and observations of this experience, in their own words.

The Students Speak

The five of us were incredibly honored to speak on a panel at the ACAPT Advancing Accessibility and Disability Equity Summit about our experiences as DPT students with disabilities. Each of us come from different backgrounds and represent the diverse experiences of living as a person with a disability, but as we reflected on what the Summit meant to us, three common themes emerged from our conversation: Community, Empowerment, and Optimism.

Community

Amanda:

In disability advocacy spaces, I tend to be the only DPT student. When surrounded by DPT students, I tend to be the only student with a disability. This Summit marked my first time being surrounded by a diverse and talented community of disabled clinicians and students. It was the first healthcare space where I felt I could truly be my whole self without judgment. Knowing that I am not alone and that I have such a supportive community encouraging me to succeed has helped me become more confident as a clinician and as a human.

Emily:

My fellow panelists and other attendees with my same diagnosis were validating and encouraging, and it is difficult to put into words the comfort those connections had and continue to have on my life. I am eternally grateful.

Greg:

One of the most rewarding aspects of the conference was meeting other students and professionals with disabilities. Conversations with these individuals revealed a shared determination to break down barriers and challenge stereotypes. Many shared practical advice on navigating clinical rotations, advocating for accommodations, and pursuing leadership roles in the field.

Mackenzie:

I was reminded how lovely the disabled and physical therapy communities are, and how the intersection between the two is exactly where I belong. Meeting and talking to the four other speakers felt as if I was catching up with old friends already. These other students innately and intimately understood my experiences and struggles in ways my classmates and other academic peers could not.

McCall:

Before the conference, I felt that if I was not doing the work to advocate for myself and other PT students with disabilities after me, then no one else was doing the work and it would never get done. The Summit showed me that there were others bearing the burden with me and that I am not alone. To say the least, it was incredible to be in a room with so many people who were there as advocates for PTs and PT students with disabilities. They were there for me, doing the work that at times I feel is not getting done. They were all there not just as advocates, but as accomplices. I had more meaningful conversations in the short time spent at the Summit with a room full of strangers than I had had in a long time. I felt a deep sense of peace, joy, and belonging.

Empowerment

Amanda:

I was shocked and delighted to find that the conference attendees actually wanted to learn about our experiences and hear our ideas! As someone with ideas that are frequently perceived by others as “unrealistic,” the engagement from the audience during our student panel was incredibly validating, and reinforced my belief that disability equity is not as complicated or impossible as people make it seem.

Emily:

This Summit created space for preliminary conversations to happen. The continued steps are to dismantle complacency and implicit bias, creating an inclusive reality where needs are met and legal rights are honored. Let’s work together to include each disabled individual as a whole—not who they are because of their disability, not what they can and cannot do because of their disability, but for who they are as a human being.

Greg:

This experience has deepened my understanding of how disability enriches rather than detracts from professional practice. It has also clarified my aspirations. I aim to be a voice for students and patients with disabilities, ensuring that their needs are represented in both education and clinical care. My goal is to collaborate with institutions to implement systemic changes that make physical therapy education and practice more inclusive. I hope to mentor future generations of physical therapists, sharing the knowledge and experiences I have gained.

Mackenzie:

One moment from that morning that is etched into my mind permanently was when we were presented the story and experience of a therapist who is legally blind. I immediately recalled a conversation with a professor in my program where they told me about how a previous student had been encouraged to—and did—drop out after being diagnosed with a condition causing progressive vision loss. The statement made was, “You need to see to be a physical therapist.” Yet here, in front of me, was the proof that that was false. That previous student had been needlessly denied an opportunity—and their dream—because of systematic ableism. It became abundantly clear in that moment that my knowledge of the ADA—although not widely upheld or enforced—was the only thing protecting me from sharing that student’s fate.

McCall:

There are still people who believe that I cannot or should not be a PT, even after being a successful student throughout school. The weekend of the Summit was full of people who know my Cerebral Palsy will make me a better PT, not a weaker one. On that weekend in Chicago, everything said and everyone there reassured me that I am where I am supposed to be and that I am going to be a great PT. I did not realize how much that was exactly what I needed at the time.

Optimism

Amanda:

In healthcare and academia, it usually seems like DEI-related improvements are implemented too slowly, or not at all, and it is easy to become pessimistic as an advocate. Although there is still much work to be done to ensure that disabled students and clinicians are welcomed and appreciated within healthcare spaces, I believe that this Summit will result in some concrete positive changes in the physical therapy profession, especially regarding implementation and wording of technical standards.

Emily:

It was an awfully dark place I was in prior to attending ACAPT’s Accessibility Summit in June 2024, struggling with access to my accommodations and relentlessly advocating for my rights as a disabled student in a DPT program. I was feeling isolated beyond compare and so broken. One of the ways I cope is writing, and this is a reflection of my feelings:

they take away my humanity when they do this to me

they make me hate myself when they do this to me

they make me the one to blame

and they’re blaming me for something i cannot control

something i have laws protecting me for

and yet, i am always pinned down

struck out

and strung out to dry

fighting for my life

to keep the breath in my lungs

completely, utterly alone

the insanity comes rushing in

and i enter the asylum saying,

“i wish i was never made this way.”

over and over and over and over again.

I came to the Summit seeking connection, honesty, vulnerability, and most importantly, hope. I left with more than hope. I was inspired to continue to stand tall and take up space in every room I walk into regardless of my disability. I gained a newfound self-confidence through the Summit’s teachings on how to better articulate conversations around access and inclusivity.

Greg:

Hearing from seasoned professionals who had overcome similar challenges gave me a renewed sense of confidence. Their stories of resilience underscored the importance of representation in shaping an inclusive future for physical therapy. Speaking at this conference was more than a professional milestone; it was a profoundly personal journey of growth and connection. It reinforced my belief that diversity, including disability, is a strength that enhances our profession’s ability to deliver compassionate, innovative, and effective care. The insights gained from this experience will continue to shape my approach as a student and, eventually, as a licensed physical therapist. Most importantly, the conference reminded me that we are not alone in our struggles or our triumphs. By sharing our stories and learning from one another, we can create a more inclusive and equitable future for all.

Mackenzie:

I realized how much bigger this event was than just talking about our experiences. We were discussing re-writing technical standards, identifying systemic ableism in curriculum, modifying admissions requirements and processes, etc. This was a real meeting of the minds to solve the issues blocking the accessibility of our profession. I quickly began taking notes on these topics to take back to my program.

McCall:

I left knowing that I had people in my corner to ask for resources, give me advice, fight on my behalf, or even just listen and be outraged with me when I experience ableist and unjust acts. I left knowing that it is not a weakness for me to ask for the accommodations I need to succeed in the classroom, clinical setting, or workplace. I left calling people friends who were strangers just a few days before. I left knowing that I have a voice and should not be scared to use it, and with fear being replaced with hope for my future as a physical therapist with a disability and the physical therapy students with disabilities who will come after me.

Call to Action

This Summit created an opportunity for us to find each other, and we now know that we are no longer alone. Although we shared the lived experiences of five individuals, there are many stories yet to be told—each deserving of the opportunity to be seen and heard. There are still barriers to break down and commonalities to be found. We ask that you:

• Continue moving forward, creating waves, and raising your voice to advocate relentlessly for the rights of physical therapy students with disabilities.
• Continue to strive toward equity in all walks of life.
• Continue to find community in those who support your mission.
• Continue to be empowered within your identity.
• Continue to resist those who try to suppress your identity, and those of other marginalized groups.
• Never lose hope.

“Change never happens at the pace we think it should. It happens over years of people joining together, strategizing, sharing, and pulling all the levers they possibly can. Gradually, excruciatingly slowly, things start to happen, and then suddenly, seemingly out of the blue, something will tip.” –– Judith Heumann¹

Now more than ever, the illusory societal lines differentiating spaces for the sociopolitical, philosophical, ethical, professional, educational, and humanistic are dissolving. This change is affording us opportunities for reimagining cultural identity and value systems within society.

The permeability between and among these spheres of thought and influence can also introduce threats to those same cherished values and identities. In these times, it is the simultaneous recognition of opportunities for growth as well as the need to protect our core values of benevolence, equity, inclusion, and justice that will serve us best—as fellow humans, community members, and global citizens.

Nuanced Critical Thinking

Healthcare practitioners and educators have a particularly consequential fiduciary responsibility to the public to serve, commit to excellence, and advance our skills and knowledge. As the profession evolves to keep pace with dynamic societal landscapes, practitioners would do well to engage in more nuanced critical thinking.

It is time to adopt a philosophical approach to healthcare in addition to the critical reasoning already emphasized in health professions. This type of critical reflection, explained by physical therapist and bioethicist Barbara Gibson, encourages individuals to “commit to questioning the taken-for-granted.”²

This approach is particularly relevant to this special issue of the Journal of Humanities in Rehabilitation, which centers the voices and lived experiences of student, educator, and clinician advocates for Disability inclusion within Physical Therapy.

Hard Truths Revealed

At first glance, this may seem like a non-essential or possibly redundant topic to highlight within a caring profession. Don’t rehabilitation professionals demonstrate inherent inclusion of people with disabilities given the nature of their work? Healthcare practitioners, often altruistic by nature, would unlikely be complicit in perpetuating inequity and lack of access for the disabled community. Correct?

Through the powerful experience of speaking at and attending the American Council of Academic Physical Therapy (ACAPT) Inclusive Horizons Summit, it became clear to me that these oft taken-for-granted notions do not reflect the current realities faced by patients with disabilities—as well as practitioners, educators, and healthcare students living with a disability. The summit revealed hard truths—and suggested paths forward for rehabilitation professionals to better promote disability inclusion and equitable access.

Leaders Forging Change

Choosing a path forward requires moral courage. Thankfully, we have many voices within the Disability community—as highlighted in the compelling student narratives and the Disability resource section within this issue—to guide us. There are scholars such as Dr. Gibson—and Dr. Lisa Meeks, and Dr. Amanda Sharp, showcased herein—who continue to lead in these spaces, and invite others to join them in this important work.

Because of the perseverance and diligent work of advocates, positive change is happening. Despite unanticipated turns and disorienting switchbacks along the journey, (which has been the case throughout history) the path toward access, inclusion, and justice continues in a benevolent direction. The foundational elements of critical inquiry will serve as guideposts for practitioners endeavoring to become anti-ableist in their practice and individual lives.

A Three-Step Plan

Actualizing Dr. Gibson’s framework in the context of Disability inclusion may involve three key steps:

1. Questioning the taken-for-granted. Approaching with curiosity the notion that being in a healthcare field inherently leads to Disability inclusivity and justice.
2. Attending to power dynamics. Recognizing the power inequities often present in practitioner-patient and/or non-disabled-disabled relational dynamics, and actively seeking strategies to empower and collaborate vs. instruct and dictate.
3. Critiquing the dominance of positivism. Challenging the notion that all scientific realities and lived experiences (including those of Disabled individuals) can or ought to be measured in objective and neutral ways, decontextualized from time and place, and detached from the realm of emotions, subjectivity, and sociopolitical influence. Upending this narrow notion invites one into a space of humble reflection and encourages a broader way of viewing the world.

There are many entry points to this path toward greater Disability inclusion within healthcare professions. We hope that this special issue of JHR invites our readers into such contemplative spaces—encouraging a sense of curiosity, of vulnerability with oneself and others—and inspires the moral courage needed to continue the vital and necessary work of caring for each other.

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

December 26, 2013

I was moving forward at a pace,
In this life called the human race,
With strength and purpose and resolved,
And little thought to how we evolve.

How simple it has been to ambulate,
My legs stride out with a steady gait,
Effortlessly in motion with no command,
To walk, to run, to sit or stand.

My arms reach and carry,
And hug and tote,
And accomplish tasks,
As if by rote.

And oh! My hands!
They grasp and cling and digitize,
Fingers point, Aha!
As I discover and realize.

How astonishing our bodies,
Intricate machines to behold,
Easily functioning,
Without being told!

Until…..that nightmarish instant,
Unforeseen, unexpected, unwarranted, unfair,
When an explosion of cranial havoc,
Renders me motionless and unaware.

I look at my lifeless arm,
I tell my hand to grip, to clasp,
And wonder why it won’t respond
Nothing works, “my God!” I gasp!

Minutes ago I was hearty and hale,
Now I lie here, wane and pale,
Feeling alone in my solitude,
Facing uncertainty and rectitude.

But….life goes on, I will survive,
I am told to work, I am alive,
Does anyone know how angry I feel,
Depressed, in pain, a long time to heal?

My life has been altered,
Run down from behind,
I could not see it coming,
So disabling and unkind.

So…where do I go from here?
How do I rebuild my whole?
When imbalance and weakness,
And heartache assault my very soul?

God answers these fears directly,
He dispatches people who care,
Angels to push and train and
Encourage me in my physical repair.

Time and patience and persistence,
Offer recovery I am sure,
And Faith that I will mend,
Determined to find my cure!

These thoughts are dedicated to the amazingly resilient people who attend the Stroke Survivor Meeting monthly at the Emory Rehab Center in Atlanta; as well as the dedicated Angels that provide the therapies and hope for our future wellbeing. May God bless us all!

Dick Taylor Sharing “Ode to a Stroke”

A Victim No Longer…About an Ode

Dick Taylor, Thursday, July 31, 2014

I write poems in ode form as a hobby. Thoughts and words stick in my mind, and they remain there until I can release them on paper, in writing.

How does this peculiar habit of mind relate to the stroke I suffered September 16, 2013? When my speech therapist, Rita Lor, learned of my writing she asked me if I thought I could produce a poem expressing my personal stroke perspective for the rehab center newsletter. The result was my “A Life Altered or Ode to a Stroke.”

Oddly, I had entered the Emory Hospital Midtown Hospital on September 16, to undergo much needed hip replacement surgery at 7 am. All went well, and I was scheduled for release the following day. Around midnight I was caught unawares by a stroke that affected my entire left side! I spent five days in the hospital stabilizing and testing, before I was summarily tossed on a gurney and dispatched to the Emory Rehab Center on Clifton Road. I believe strongly that God sent me there.

Can you imagine hip surgery and a disabling stroke occurring on the same day? It goes without saying that coping with both became a daunting challenge for me. And, I was mad!

This was the environment, my mind set, as I hoisted pen to write what I intended to be an upbeat, positive feel good poem with a motivational flavor. The finished product shocked me, because it reflected me in an angry light, more confused and afraid than strong and hopeful; not the outcome I was seeking!

However, upon review, I concluded that my “Ode to a Stroke” was, in the end, truthful and realistic; something fellow stroke survivors could and would embrace. I had finished the poem promoting hope, determination and perseverance; traits representing the challenges faced every day by people with stroke.

Throughout my ordeal the commitment of nurses, doctors, techs and administrators to my care has been inspirational and healing. The nurturing and training administered by my physical, occupational, recreational and speech therapists over the ensuing months has given me renewed strength. Together, they saved my life, A Victim No Longer; and they continue their work daily to improve the condition of the stroke afflicted.

Sharing the Journey

A Message to Therapists

From Helplessness to Hope