INCLUSIVE PEDAGOGY AND ACCESSIBILITY IN ALLIED HEALTH EDUCATION

Abstract

As the need of the demand of workforce in healthcare sector is growing, health related education has changed rapidly from a traditional model of strictly disability focused to an inclusive framework towards social justice. The chapter aims to show how the universal design for learning (UDL) can be used by the students to feel welcomed and supported meeting different learning needs without requiring reactive adjustments. The findings looked at the key challenges and new solutions or answers in clinical placement, including the move towards environment that is standardized and consistent to support students. It explores the critical challenges and the emerging solutions in clinical placement environments, including the shift towards standardized accommodations. Furthermore, the discussion highlights the movement toward practices that affirm neurodiversity and the role of assistive technologies, such as artificial intelligence and simulation, in enhancing accessibility. By addressing institutional responsibilities, faculty development, and the modernization of technical standards, this chapter provides a comprehensive overview of how allied health programs can foster an environment that enables all students to succeed, ultimately leading to more equitable patient care.