Abstract
People with disabilities (PWD) are considered a historically marginalized population that experiences significant health disparities resulting from the unequal distribution of resources as evidenced in the social determinants of health. Health professions education presents an opportunity to explore the policy, systems, and environmental (PSE) changes that are needed to improve social conditions and address known disparities for PWD. Evidence suggests that inclusion of learners with diverse lived experiences, including students with disabilities (SWD), strengthens our understanding of the influence of social determinants on health and our ability to address known barriers. Unfortunately, PWD and other minoritized individuals are grossly underrepresented in physical therapy. It is imperative that Doctor of Physical Therapy (DPT) education more intentionally promotes the full inclusion of SWD to improve representation and to better support the complex needs of this population. In this perspective we describe key social determinants of health for PWD, offer strategies for increasing representation and inclusion of SWD in DPT education, and summarize how the inclusion of SWD in DPT education can enhance our understanding of and ability to address social barriers for this population.
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