Promoting epistemic justice: Supporting inclusion and belonging for disabled individuals in health professions.

BACKGROUND

The underrepresentation of students and professionals with disabilities in health professions is well-documented in research, emphasizing the urgent need for greater inclusivity. Institutional structures often restrict disabled individuals from sharing their specialized knowledge on navigating disability, perpetuating epistemic injustice. Research emphasizes the importance of amplifying their voices to address inequities and restore epistemic justice.

OBJECTIVES

This study explores the firsthand, experiential views of the challenges and supporting factors that disabled students and professionals face in the health professions education and practice. Participants provided advice for their disabled peers and non-disabled allies. The development of a critical disability epistemology amplifies underrepresented voices in the health field.

DESIGN

This qualitative study was guided by a constructivist approach, with data analysis informed by reflective thematic analysis.

METHODS

A series of semi-structured interviews were conducted with 56 participants (27 students and 29 professionals) in nursing, medicine, occupational therapy, physiotherapy, and social work. Participants were interviewed up to three times over the course of a year, resulting in a total of 124 interviews.

RESULTS

Two main categories were identified. Category one, advice for disabled students and professionals, includes the themes: (1) Negotiating disclosure processes to mobilize support, (2) Recognizing personal boundaries and strengths while actively seeking mentorship, and (3) Advocating for oneself and others. Category two, advice for non-disabled allies, encompasses the themes: (4) Fostering inclusivity through thoughtful language, education, and support, and (5) Actively promoting systemic change.

CONCLUSION

The findings enhance the epistemic agency of disabled individuals by utilizing community resources for collective knowledge production. They offer valuable guidance for educators, institutions, and policymakers, providing a roadmap for making health education programs and workplaces more inclusive and supportive for disabled individuals.