INCLUSIVE AND ACCESSIBLE EDUCATION IN ALLIED HEALTH SCIENCES

Abstract

Inclusive and equitable access to education in allied health sciences has become an essential priority within the broader global health agenda. Accessibility and inclusion are no longer limited to accommodating disability or complying with institutional regulations; they are deeply connected to equity, ethics, identity, and social justice in healthcare education. As healthcare systems increasingly serve diverse populations, allied health education must prepare future professionals to provide patient-centred and individualized care. However, many programs in physiotherapy, occupational therapy, speech-language pathology, and radiography continue to follow rigid and prescriptive educational frameworks that may unintentionally exclude learners from diverse backgrounds. This chapter examines the interconnected relationship between inclusion and accessibility in allied health education. It discusses the historical evolution of inclusive education, barriers to participation at structural and pedagogical levels, and tensions between professional competency standards and equitable access. Particular attention is given to clinical education, where issues of safety, performance, and professional legitimacy often influence exclusionary practices. The chapter advocates a transition from reactive accommodation to proactive, universally designed, flexible, and justice-oriented educational systems.