I’ve been in Wellington for the last three days exploring the archives to find any trace of physical therapy activity in New Zealand in the 19th century. So far it’s been a frustrating search.
While I’ve been down here, I’ve been having some interesting discussions with people about disabled physiotherapy students. We have just graduated our first tetraplegic physiotherapist and I’ve been in discussion with our regulatory authority about the conditions for their license to practice.
So this article sent to me by CPN member Anne Hudon came at a very convenient time. Thanks Anne.
Across the country, people with disabilities are redefining the possible by excelling in scholarly pursuits that were once off limits to them.
Evolving attitudes, policies and technology have given rise to a generation of undergrads, graduate students and faculty members with disabilities who demand inclusive spaces, teaching styles and supports.
“More and more students with different disabilities who didn’t previously access post-secondary education are beginning to do so,” says Stewart Engelberg, director of Trent University’s Student Wellness Centre. Universities don’t always have accommodations in place when a student with a particular disability arrives, Mr. Engelberg explains, but “it’s important to invest the time to develop appropriate systems.”
To read the rest of the article, click this link.
That is really fantastic news – challenging the ableist/medical model view that many physiotherapists (possibly unconsciously) assume when viewing disabled students. We have along history in the UK of supporting disabled physio students – visually impaired, Deaf/hard of hearing, those who have dyslexia (probably the highest numbers), some physical disabilities and long term health conditions, mental health service users and others. There is currently a student who is a wheelchair user which is an exciting step forward. Having said this – while we might have quite a bit of experience, our students still come up against discrimination and stereotypical attitudes from academics and practice educators as well as employers. Our Allied Health Professions Support Service, which used to support disabled AHP students and graduates around the UK is no more due to funding cuts, the “economic downturn” and politics – disability is always the 1st to go. So less specialist support available for students and to advise academics and practice educators.
Inclusivity needs to be internalised as a general guiding principle rather than being ‘tagged on’ in an ableist/disablist culture in response to individual excluded students. Important knowledge for educators to have is that many disabled students often feel like a nuisance, do not want to have attention drawn to their disability and have to work harder, both physically and emotionally, than their non-disabled peers to perform to the same level. Lots more work to be done here – keep pushing the envelope